
Qass UAM:^— 

Oli-KIdlAI- DONATION. 



Compliments of 



State Superintendent of Schools, 

Charleston, W. Va. 



The History of Education 



West Virginia, StzlL ii^i.^.'Ju^ 



Revised Edition 



Prepared under the direction of the 
State Superintendent of Schools 



1907 




Charleston 

Tribune Printing Company 

1907 



\ 0^ 0-| 








NOV lb 1807 



Preface. 

In that splendid address delivered at Buffalo only the day before his as- 
sassination, President McKinley in speaking of the development of our 
country said, "Expositions are the time-keepers of progress." With re- 
spect to the development and advancement of West Virginia, the truth of 
this statement has been realized in many ways. In 1876 there was distrib- 
uted at the Centennial Exhibition at Philadelphia a book entitled "The Re- 
sources of West Virginia," which first called the attention of the world to 
our vast mineral wealth, and to the other great possibilities within our 
borders. Then in 1893 a similar work called "The Mountain State" was 
prepared for the World's Fair at Chicago. At that time also the "Colum- 
bian History of Education in West Virginia" was issued, being the first 
printed record relating to our educational progress. This book was pre- 
pared by State Superintendent B. S. Morgan and Mr. J. F. Cork, his chief 
clerk, and was an excellent presentation of what had been accomplished 
up to that time. In 1889 Prof. A. R. Whitehill, of the West Virginia Uni- 
versity, prepared an educational history of the State for the Bureau of Ed- 
ucation at Washington, but it was not published until 1902, at which time 
he added an appendix bringing it up to date and making it a valuable con- 
tribution to the literature of this class. In 1904 a new history of educa- 
tion was prepared at this Department and was quite liberally distributed 
at St. Louis, and now this revised edition goes forth as an indication not 
only of what has been done in the past, but what is now going on in con- 
nection with our educational upbuilding. So the great Expositions have 
been to us time-keepers of our educational as well as our material develop- 
ment and progress, and this present sketch is an outgrowth of a desire to 
indicate to the world at the Jamestown Exposition that we are aiming to 
have our educational work keep at least within hailing distance of our 
wonderful material development. 

As a part of the "old Mother State" during more than 200 years of her 
history, it is peculiarly appropriate that West Virginia should be properly 
represented at the Jamestown Exposition, and she gladly joins with the 
other states of the Union in celebrating the event that made it possible for 
this fair land to be peopled with an English-speaking race. As indicating 
somewhat of the educational progress of this part of the Trans-Allegheny 
region, this History is issued. It consists of sketches relating to the 
early schools in this section, to the educational progress in the various 
counties, towns, and cities, together with cuts and illustrations of some of 
our school buildings and their equipment. Most of our leading towns and 
cities and more than half of our counties are represented. Some superin- 
tendents and principals failed to furnish any material for the History, 
so their towns are not represented. Especial attention is called to Mr. 
Lewis' article on "Early Education in West Virginia." Aside from the 



many interesting and suggestive features of this article tliat list of old 
time academies establislied long before tlie Civil War is a very valuable 
record. It will be noticed that in most cases these academies fostered a 
good educational sentiment and that they became the foundation of a fu- 
ture institution of learning of advanced grade. 

r desire to thank all the contributors who have aided in this woi'k, and 
I believe our citizens will appreciate very highly the most excellent service 
they have rendered in thus showing what our schools are doing. The 
modesty of some of these efficient workers has prevented them from saying 
as much as could have been truthfully said of the excellent schools under 
their supervision. I desire also to recognize my indebtedness to Ex-State 
Superintendents Hon. Virgil A. Lewis and Hon. B. L. Butcher, and to Mr. 
M. P. Shawkey, who for ten years was connected with this Department, for 
their excellent articles on the three periods of our educational growth. 
Having been so long associated with our school work they are able to 
speak intelligently from observation and practical experience. 

Attention is called to the sketches relating to our denominational 
schools, and to the. educational advancement among our colored people. 
Professor Prillerman's sketch shows that the colored schools of the State 
are doing well. 

It is hoped that these sketches will serve to show that West Virginia 
has been making some progress in her educational work, and it is be- 
lieved that, with the foundation now laid, the next few years will wit- 
ness much more rapid advancement. 

Very respectfully, 

state Superinten-dent of Schools. 
Charleston, W. Va., 

March 11, 1907. 



Department of Free Schools. 



THOS. C. MIIyLER supkrintendbnt 

L. L. FRIEND chief clerk 

D. K. MILLER assistant clerk 

JOHN W. COOK STATISTICAL CLERK 



EDUCATIONAL INSTITUTIONS. 

West Virginia University Morgan town .... D. B. Purinton, President. 

State Normal Scliool Huntington L. J. Corbly, Principal. 

" Fairmont U. S. Fleming, Principal. 

" " West Liberty. . .Lorain Fortney, Principal. 

" " Athens Isabel Davenport, Principal. 

" " Glenville John C. Shaw, Principal. 

Shepherdstown..J. G. Knutti, Principal. 

Prep. Branch, University Montgomery. .. .Josiah Keely, Principal. 

" Keyser T. W. Haught, Principal. 

Colored Institule Institute J. McHenry Joues, President. 

" " Bluefield R. P. Sims, I'rincipal. 

Reform School Pruntytown. . . .D. S. Hammond, Superintendent. 

Schools for the Deaf and the Blind. .Romney J. T. Rucker, Principal. 

Industrial Home for Girls Salem Hilda M. Dungan, Supt. 



STATE BOARD OF EXAMINERS. 

Term expires Sept. 1, 1907 

U. S. FLEMING, President, Fairmont 

R. A. ARMSTRONG, Secretary, Morgantown 

C. E. CARRIGAN, Moundsville 

JOSIAH KEELY, Montgomery 

C. R. MURRAY, Williamson 



LIST OF STATE SUPERINTENDENTS 

186.3-1869 William R. White. 

1869-1870 1 Henry A. Zlegler. 

1870-1871 A. D. Williams. 

It, a-1872, Dec. 1 Charles S. Lewis. 

1873, Jan. 1-March 4 W. K. Pendleton. 

1873^877 B. W. Byrne. 

1877-1881 W. K. Pendleton. 

1881-1885 B. L. Butcher. 

1885-1893 B. g. Morgan. 

1893-1897 Virgil A. Lewis. 

1897-1901 J. R. Trotter. 

1901- Thos. C. Miller. 



WEST VIRGINIA EDUCATIONAL ASSOCIATION 
Officers for 190G-7 

Robt. A. Armstrons, Morgantown, Prosident. 

A. J. Wilkinson, Grafton, Secretary. 

Morris P. Sliawkey, Charleston, Treasurer. 

Vice-Presidents: C. W. Fretz, J. G. Knutti, W. K. Scott, C. W. Boetticher and 
J. M. Skinner. 

Program Committee : Robt. A. Armstrong, W. M. Foulk, C. W. Boetticher. 

School Improvement League : L. W. Burns, President, Ethel Carle, Secretary, 
Thos. C. Miller, Waitman Barbe, Wright Denny, John A. Bock and W. M. Foulk, 
Executive Committee. 



BOARDS OF REGENTS OF STATE EDUCATIONAL INSTITU- 
TIONS 



Institutions 


Names of Regents 


Address 


County 


Term 
Expires 


University 


T. Perry Jacobs. . . 


N.Martinsville... 

Falls 

Buckhannon 

Parkersburg 

Wheeling 

Morgantown 

Charleston 

Huntington 

Lewisburg 

Huntington 

Grafton 


Wetzel 

Grant 


May 1, 1909 
May 1, 1907 


Charles M. Babb 

James R. Trotter 

John B. Finley 




Upshur 

Wood 


May 1, 1907 
May 1, 1907 
May 1. 1907 
May 1, 1909 
May 1, 1909 
May I, 1909 
May 1, 1909 

June 1 1907 




F. P. McNeil 

E. M. Grant 

D. 0. Gallaher 

Dr. C. E. Haworth.... 
L. J. W'illiams 


Ohio 




Monongalia . 
Kanawha — 

Cabell 

Greenbrier. .. 

Oabell 

Taylor 

Summers — 
Kanawha — 

Oabell 

Marion 

Member ex- 

Cabell 

Kanawha. . . 
Kanawha — 

Mineral 

Grant 

Morgan 

Preston 

Preston 

Pendleton . .. 

Member ex- 
Marion 

McDowell — 

Brooke 

Wirt 

Kanawha.. . . . 

Member ex- 
Wayne 

Mercer 

Kanawha 

Wood 

Mercer 

Member ex- 

Dodd ridge . .. 

Preston 

Ohio 




Ira E . Robinson 


June 1, 1907 




Bargers Springs. 

Charleston 

Huntington 

Fairmont 

Charleston 

Huntington.. 

Charleston 

Charleston 


June 1, 1907 




R. 8. Oarr 


June 1, 1909 




Elliott Northcott 

M. C. Lough ... 

The State Supt 


June 1, 1909 
June 1, 1909 


Montgomery 
Preparatory 
Branch 


Dr.C. E Haworth 

Thos. 0. Miller 






D. 0. Gallaher 




Keyser Prepara- 
tory Branch .. 


Thomas B. Davis 

Arch J. Welton 

T. H. B. Dawson. . . 


May 31, 1909 
May 31, 1909 
May 31, 1909 
May 31, 1909 
May 31, 1907 
May 31, 1907 
otficio. 


Petersburg 

Berkeley .Springs 

Klngwood 

Fellowsville 

Uppe>- Tract 

Charleston 

Fairmont 

Keystone 

Bethany 

Elizabeth 

Charleston 

Charleston 

Ceredo 




Wm. M. Watson 

James Sites 

The State Supt. 


West Virginia 
Colored Insti- 
tute 


B. L. Butcher 


June 1, 1909 




E. Howard Harper.... 
O . B Scott 


June 1, 1909 
June 1, 1S09 






June J, 1909 




J. M. Hazlewood 

The State Supt 


June 1, 1909 


Bluefleld Insti- 
tute 


T. T. McDougal 

Wm. Hicks 


June 1, 1909 




Bluefleld 


June 1, 1909 




Charleston 

Parkersburg 

Bluefleld 


June 1, 1909 




.1. R. Jefferson 


June 1, 1909 






June 1, 1909 




The State Supt 


Charleston 

West Union 

Klngwood 

Wheeling 

Berkeley Springs 
Summersville .. 
Mason 




Schools for Deaf 
and Blind 


F. H. Shannon 

J. Slidell Brown 

Dr. G. A. Aschman — 
S. S. Buzzerd 


May 31, 1907 
May 31. 1907 
May 31, 1907 
May 31, 1909 
May 31, 1909 
May 31, 1909 




Morgan — 

Nicholas 

Mason 

Wood 




D. S. Pettigrew 

Columbus Sehon 




Parkersburg 

Clarksburg 

Charleston 

Parkersburg — 

Buckhannon 

Wheeling 

St. Marys 


May 31, 1911 
May 31, 1911 
May 31, 1911 

May 31, 1906 




H. W. Harmer 


Harrison 

Kanawha 

Wood 






Reform School 
for Boys 


J. L. Buckley 

C. J. Poe 




Upshur 

Ohio .... 


May 31, 1907 
May 31, 1908 




Orin C. Ogden 

Jas. Flynn.. 

Dr. Harriet B. Jones 

.lohn Cummings 

Dr. C. B. Graham 

Miss M. S. McWhorter 
Miss F. L. Henshaw. .. 
Henry S. Wilson 


Pleasants 

Preston 

Ohio .... 


May 31, 190a 


West Virginia 
I n dust rial 
Home forGirls 


Klngwood 

Wlieeling 

Wheeling 

Wheeling 

Charleston 

Martlnsburg 

Parkersburg 


May 31, 1910 
Mar. 31, 1909 




Ohio 


Mar. 31, 1909 




Ohio 

Kanawha — 

Berkeley 

Wood 


Mar. 31,1909 
Mar. 31, 1911 
Mar. 31. 1907 
Mar. 31, 190T 



COUNTY SUPERINTENDENTS ELECT, TERM BEGINNING JULY 1.1907 

COUNTIES. NAMB SUPT. ADDRESS. 

Barbour A. F. Shroyer Nicklow. 

Berkeley Willis F. Kvans Martinsbnig. 

Boone W. W. Hall Madison. 

Braxton M. W. Skidmore Newville. 

Brooke *Geo. \V. Hogg Follansbee. 

Cabell *Ii"a F. Hatfield Huntington. 

Calhoun C. J. Gainer Arnoldsburg. 

Clay B. F. Murphy Clay. 

Doddridge Howard M. Gaskins Flint. 

Fayette A. G. Sevy Oak Hill. 

Gilmer ♦Worthy Davis Normantowu. 

Grant Elmer H. Frye Lahmansville. 

Greenbrier W. F. Richardson Blue Sulphur .Springs. 

Hampshire *E- W. Noland Levels. 

Hancock *T. M. Cochran New Cumberland. 

Hardy *Ii. S. Ilallermau Lost lliver. 

Harrison Cyrua K. Webb Bridgeport. 

Jackson K. S. Rhodes Ripley. 

Jefferson E. D. Turner Charles Town. 

Kanawha M. 1'. Shawkey Charleston. 

Lewis Loyd G. Losh Weston. 

Lincoln .T. W. Pauley Sod. 

Logan Albert Dlngess Halcyon. 

Marion •Carter L. Faust Fairmont. 

Marshall Albert S. Winter Moiiiidsvillc. 

Mason *C. A. Green Ashton. 

Mercer *J. H. Gadd rrinceton. 

Mineral *Geo. S. Arnold Burlington. 

Mingo Llndsey Baker Dingess. 

Monongalia * Jesse Henry Morgantown. 

Monroe Chas. A. Keadle Pickaway. 

Morgan P. W. McCoy Berkeley Springs. 

McDowell W. A. Lee Eckman. 

Nicholas Harrisou Groves Summersville. 

Ohio J. V. Glffin Elm Grove. 

Pendleton Flick Warner Franklin. 

Pleasants A. L. Baker Schultz. 

Pocahontas *J. B. Grimes Lobelia. 

I'reston 'A. W. Carrico Rowlesburg. 

I'utnam H. A. Stover Culloden. 

Raleigh W. O. McGinnis Beckley. 

Randolph *W. J. Long Valley Bend. 

Ritchie 'L. H. Hayhurst Pullman. 

Roane ♦N. L. Chancey Reedy. 

Summer! J. B. Keadle Warf ord. 

Taylor ♦Dellet Newlon Simpson. 

Tucker H. S. Shafer Parsons. 

Tyler A. E. Doak Middlebourne. 

Upshur J. H. Ashworth Buckhannon. 

Wayne ♦L. G. Sansom Wayne. 

Webster Geo. R. Morton Lanes Bottom. 

Wetzel ♦S. L. Long Littleton. 

Wirt J. F. Haverty Elizabeth. 

Wood C. L. McVey Parkersburg. 

Wyoming W. G. Sparks Pinevllle. 

•Re-elected. 



Q 




Introduction. 

The educational system of West Virginia is of gradual growth. Begin- 
ning shortly after the formation of the State in 1863, the system has devel- 
oped very slowly in some respects, in others more rapidly, but not until 
recent years has its progress been marked in any degree. While previous 
to the Civil War there had been some good schools in what is now West 
Virginia, there was no system of education and in some sections of the 
State the schools were very poor and educaticnal sentiment almost lack- 
ing. 

Our otate Constitution says: "The legislature shall provide, by gener- 
al law, for a thorough and eflBcient system of free schools." This provis- 
ion left the organization and development of such a system to public sen- 
timent, which is often very slow in introducing and carrying out progres- 
sive measures and reforms. The people themselves had to be educated to 
a new view of the subject, and this it required years to accomplish. At 
first in some places there was a good deal of prejudice against the so-called 
"mixed schools." Then the question of school revenues became a prob- 
lem. There was objection to the local levy in some districts, and often- 
times the funds raised were not sufficient to support the schools for a term 
of three months. The University was meagerly provided for, and, for 
some years the Normal schools were left literally penniless, no appropri- 
ation whatever having been made for their support. Salaries were very 
low and teachers had but little incentive to prepare themselves for bet- 
ter service. 

Now, however, all this is changed. Liberal appropriations are made 
for all our educational institutions, new buildings have been erected, bet- 
ter salaries are paid, the school term has been lengthened and improve- 
ment is noticeable everywhere. Fine buildings with modern equipment 
are being erected, and cities and towns are vying with each other in a 
worthy spirit of educational emulation. Another encouraging feature of 
our work is the fact tuat school libraries are multiplying all over the 
State, the number of volumes reported in district school libraries for 1905 
being 126,503. The Teachers' Reading Circle is also doing much towards 
improving the work of the schoolroom, about half of the teachers in the 
State being enrolled therein, while District Institutes and Teachers' Round 
Tables have become incentives to better work everywhere. Each year sev- 
eral new High Schools are provided for, and last fall Tyler County voted 
to establisn a County High School. The course of study in all our schools 
is being expanded and an upward trend in educational work is noticeable 
all over the State. 

There is no better way of measuring progress than by comparison. This 
is shown in all lines of effort and it is a most effective way of illustrating 
what has been accomplished in the world about us. When the brilliant 
electric light is placed by the side of the old tallow dip we have a reve- 



2 History of Education 

lation that is dazzling.When we compare a modern Pullman or electric car 
with former modes of travel we have positive proof that the world 
moves. So we might multiply illustrations, but they are needless. The 
modern methods of education, when compared with those of early years 
in this State show as much change in lines of improvement as there is in 
our physical surroundings. To emphasize this idea more fully we have in- 
cluded in this sketch of educational progress a number of cuts and pic- 
tures of school buildings recently erected to which we point with 
pride as indicating some of our advancement. The step from the little log 
schoolhouse on the hillside, or the uninviting frame building on a back 
street in the town, stands in marked contrast to the splendid school 
buildings in different parts of the State. The conveniences and surround- 
ings of these school buildings also make a comparison equally as great as 
they do in general architecture. 

The tables of comparative statistics found in the next few pages 
tell the story of our educational growth more graphically than mere words 
can picture it, so we leave it to them to set forth these important facts. 

EXPENDITURES FOR SCHOOL PURPOSES 
1906 

For the school year 1905-06, ending June 30, this year, West Virginia ex- 
pended for the support of her Public Schools alone the sum of $2,970,- 
455.11. 

This sum was made up of the two funds as follows: 

The General School Fund $ 801,280 . 95 

District, town and city levies 2,169,174 . 16 

Total .$2,970,455 11 

The above was expended as follows : 

Teachers' Salaries $1,954,851 99 

Building Fund 1,015,603 12 

Total $2,970,455 11 

To the above may very properly be added the Legislative appropriations 
for the educational institutions of the State as follows: 

West Virginia University $ 131,987 50 

Normal Schools 120,048 00 

Montgomery Treparatory School 7,800 00 

Keyser Preparatory School 15,265 00 

School for the Deaf, Dumb and Blind 53,493 95 

Industrial School for Girls 24,450 00 

West Virginia Reform School, (half appropriation) 37,800 00 

Storer College 2,500 00 

Instruction for Colored Teachers 2,000 00 

Bluefield Colored Institute 16,425 00 

West Virginia Colored Institute 28,658 54 

West Virginia Colored Orphans Home 1,500 00 

To1.il $ 441,928 57 

Making a grand total for Educational purposes of $3,412,383 68 

In order that some of the main features embraced in this Report may 



West Virginia 3 

appear at a glance, I give in the table below a summary of the educa- 
tional statistics for the year ending June 30th, 1906. Then there follow in 
the various tables some comparative statistics that will prove interesting 
because they indicate a degree of progress that is encouraging. Thes,e 
tables have been carefully compiled, and the summaries arranged in con- 
venient form for reference. 

ENUMERATION AND ENROLLMENT 

For the year 1906 the enumeration reported was 342,060, and the en- 
rollment 255,160, or not quite seventy-five per cent, of the enumeration. 
.The average attendance was 173,123, or sixty-eight -per cent, of the enroll- 
ment. 

The following general Summary of School Statistics for the year may 
not be out of place here: 

Number of counties 55 

Number of magisterial districts 342 

Number of independent districts 51 

Number of school houses 6,342 

Number of teachers employed 7,830 

Total amount disbursements of teachers' fund .$1,954,851 99 

Total amount disbursements of building fund 1,015,603 12 

Total amount for state educational institutions and other educa- 
tional expenditures 441,928 57 

Total school expenditures 3,412,383 68 

Value of all public school property 6,528,009 50 

Average monthly salary for teachers in all grades 36 70 

Number of youth of school age (enumeration) 342,060 

Enrollment in schools 255,160 

Average attendance , 173,123 

Per cent, of attendance based on enumeration 51 

Per cent, of attendance based on enrollment 68 

Per cent, of enrollment based on enumeration 75 

Cost of education per capita based on enumeration 8 91 

Cost of education per capita based on enrollment 12 02 

Cost of Education per capita based on attendance 17 41 

Number of high schools 46 

Number of graded schools 785 

Total number of schools 7,118 

Average length of term in days 125 

Average age of pupils in all grades, years 11 

Number of books in district school libraries 126,503 

Interesting comparative statistics for the last five years are as follows: 

Etiumeration 

ri902— 315,810 

1903— 319,729 

Enumeration of School Youth i 1904 — 326,240 

L1906— 342,060 
Enrollment. 

ri902— 236,015 

1903— 240,718 

Enrollment of School Youth -( 1904 — 244,040 

1 1905— 247,505 

L1906— 255,160 



4 History of Education 

Average Daily Attendance 

ri902— 152,174 

1903 — 155,438 

Average Attendance of School Youth J, 1904 — 158,264 

1905— 163,068 

[1906— 173,723 
Number of Teachers Classified ty Race 

ri902— 7,028 

I 1903— 7,071 

White Teachers ■{ 1904— 7,298 

I 1905 — 7,334 

[1906— 7,520 

ri902— 278 

1903— 291 

Colored Teachers { 1904— 299 

1905 — 302 

[l906— 310 

ri902 — 7,306 

1903— ■ 7,362 

Both White and Colored Teachers \ 1904 — 7,597 

1905— 7,636 

[1906 — 7,830 

ri902— 118 Days 

1903 123 " 

Average Length of Term \ 1904 — 123 " 

1905— 123 " 

[l906 — 125 " 
Number of Schools Classified by Race 

ri902— 6,001 

1903 — 6,123 

Number of White Schools ] 1904— 6,235 

1905 — 6,595 

[1906 — 6,852 

ri902 — 207 

I 1903— 224 

Number of Colored Schools < 1904 — 235 

1905— 253 

1.1906- 266 

ri902 — 6,208 

1903— 6,347 

Both White and Colored Schools i 1904— 6,470 

1905— 6,848 

[l906— 7,118 
Number of School Houses in West Virginia. 

ri902 — 5,598 

1 1903— 5,704 

Frame Houses -( 1904— 5,918 

I 1905— 5,920 

[l906— 5,983 

fl902— 186 

I 1903— ■ 188 

Brick Houses < 1904— 198 

1 1905— 206 

V1906 — 232 

f 1902 — 237 

,1903— 217 

Log Houses \ 1904— 183 

I 1905— 152 

1.1906 — 127 

fl902— 0,021 

1903 — 6,112 

Total all Kinds of Houses ■! 1904 — 0,200 

I 1905— 6,278 

L1906 — 6,342 
Amount of Funds Expended 

f 1902— $1,484,743 73 



I 1903 — 1,571,953 6!) 
■{ 1904— 1,675,257 17 



Amount of Teachers" Fund 

I 1905 — 1,741,590 70 
[1906— 1,954,851 !)9 



West Vibqinia 5 

[1902—$ 712,389 72 
I 1903— 821,601 67 

Amount of Building Fund ^ 1904 — 913,946 11 

1905— 1,002,986 70 
[1906— 1,015,603 12 

f 1902— $2,197,133 45 

1903 2 393 555 36 

Total Cost of Education \ 1904 — 2!589!203 28 

1905— 2,744,577 45 
[1906— 2,970,455 11 
Amount of Salary Paid Teachers 

r 1902— $1,325,461 04 
1903— 1,390,326 41 

Amount Paid White Teachers i 1904 — 1,495,508 11 

I 1905— 1,560,343 04 
[1906— 1,723,871 72 

ri902— $ 55,789 18 

1903 — 67,280 15 

Amount paid Colored Teachers -{ 1904 — 72,584 24 

1905— 73,112 87 

« [1906— 71,773 98 

f 1902— $1,381,250 22 
1903— 1,457,606 56 

Amount Paid Both White and Colored Teachers -(1904 — 1,568,092 35 

I 1905— 1,633,455 91 
[1906— 1,795,645 70 
Cost of Education 

ri902— $ 6 69 

1903— 7 38 

Based on Enumeration -{ 1904 — 7 94 

1905— 8 40 

[1906— 8 91 

ri902— $ 8 91 

1903— 9 98 

Based on Enrollment -j 1904 — 10 61 

1905— 11 51 

[1906— 12 02 

ri902— $14 18 

1903— 14 90 

Based on Average Daily Attendance i 1904 — 16 23 

I 1905— 17 94 

[l906— 17 41 



HiSTOEY OF Education 



COMPARATIVE SCHOOL STATISTICS 



NUMBER OF SOHOOl 


J HOUSES 




NUMBER OF SCHOOLS 


Your 


Frame Stone 


Brick 


TjOK 


Whole 
No. 


High 


Graded 


Gom- 
nioii 


Totiil 


1865 








133 
412 

702 
1,306 
1,618 
2,113 
2. 0.50 
2.216 
2,612 
2.880 
2,9.50 
3,137 
3,316 
3.297 
3, 479 
3,. 557 
3,704 
3,839 
3,945 
4,097 
4,1,59 
4,260 
4,465 
4,. 567 
4,6.55 
4.814 
4,899 
5.004 
5,192 
5,302 
5,380 
5,475 
5. ,524 
5,675 
5,680 
5.016 
5,995 
6.021 
6.112 
6.200 
6,278 
6,342 


5 


39 


387 
035 
1,112 
1,731 
2,153 
2,441 
2,272 
2,407 
2. 785 
2,036 
3,148 
3,260 
3,320 
3.410 
3,612 
3,680 
3,796 
3,920 
3,986 
4, 120 
3,918 
4,324 
4,484 
4,. 578 
4,721 
4,784 
4,862 
5,005 
5,000 
5, 175 
5,331 
5,425 
5,607 
5,593 
6,380 
5,186 
5,8.54 
5,8,58 
5,686 
5,814 
0,042 
6,287 


431 


186(1 








935 


1867 


342 2 

653 7 
036 10 
1,124 17 
1,127 10 
1,290 9 
1,412 10 
1,540 9 
).630 10 
1.753 11 
1.820 7 
1.005 11 
2,035 (i 
2.142 6 
2,260 6 
2,362 8 

2.506 

2,648 

2,810 

2,033 

3,162 

3,290 

3,510 

3,680 

8.849 

4.022 

4,266 

4.456 

4.606 

4,750 

4.949 

5,0.59 

5,224 

5.387 

5,510 

5,598 

5.707 

5,819 

5.920 . 

5.983 


■■■^■2(V 
51 
G8 
58 
63 
74 
73 
72 
83 
79 
84 
89 
90 
93 
94 
93 
110 
113 
128 
114 
122 
116 
124 
127 
124 
140 
140 
140 
140 
148 
1.50 
172 
152 
184 
176 
186 
188 
198 
206 
232 


332 

505 

614 

1M)4 

850 

843 

1,097 

1,(;()9 

1,236 

1,284 

1 , 296 

1,292 

1.342 

1,316 

1,344 

1,376' 

1,320 

1,336 

1,212 

1.214 

1,181 

1.1.52 

1,021 

1007 

926 

836 

702 

706 

643 

486 
463 
408 
345 
309 
237 
217 
183 
152 
127 


2 

1 
3 
3 
2 
2 
8 
5 
5 

10 
8 
8 
11 
10 
6 
7 

13 
15 
19 
25 
17 
20 
14 
17 
18 
20 
20 
22 
27 
38 
37 
30 
40 
42 
42 
43 
45 
46 


26 
20 

38 
74 
48 
64 
71 
85 
78 
67 
65 
82 
105 
103 
93 
79 
124 
125 
117 
98 
100 
215 
130 
161 
150 
145 
173 
192 
244 
180 
142 
289 
489 
813 
262 
308 
621 
613 
785 
761 


1 148 


1868 

1869 

1870 


l!7,56 
2,198 
2,516 


1871 


2.323 


1872 


2 546 


1873 


2,,s,")7 


1874 


3,021 


1875 


3 233 


1876.... 


3. 343 


1877 

1878 

1879 


3,390 
3, ,514 
3 725 


1880 


3,811 


1881 


3,912 


1882 

1883 


4,028 
4 116 


1884 


4 , 254 


1885 


4,078 


1886 

1887 

1888 , 

1889 

1890 


4,437 
4,603 
4,810 
4,868 
4,784 


1891 


5,026 


1892 


5, 167 


1803 


5 200 


1894 


5,387 


1805 


5 59.5 




5,017 


1897 


5,776 


1898 


5. 940 


1899 

190(1 


5,906 
6.0.58 


1901 

1902 

1903 


6,1.56 
6.20S 
6,349 
6, 47()> 


1905 

1906 


6,848 
7,118 



West Virginia 



ENUMERATION, ENROLLMENT, AND AVERAGE DAILY 
ATTENDANCE OF PUPILS, BY YEARS 





Enumeration 


En 


rollment 


Ave 
At 

i. 

"3 
3 


raKe Daily 
t<3iidance 


YEAR 




6 

1 


1 




■/j 

St 


a 





0; 

"3 

a 


a 


1B65 ... 






84,418 
118,617 
115,340 
137,861 
1.53,3(19 
1.57,788 
163,337 
163,916 
171.793 
170. 107 
179,805 
184,760 
193,606 
301,337 
,30H, 133 
310,113 
313,191 
316,605 
331,517 
33M,185 
,33(1, 145 

'34iu7'7 
35(1.360 
35H.9;(4 
3)1(1,33(1 
37(1,333 
376,4.53 
379,586 
383,770 
389,374 
396,517 
3(K),.539 
303.3.-1 
30)1.154 
307,5.S1 
1 313,134 
315.810 
319,739 
336.240 
333.8(13 
343,060 


8,102 
16,943 

18,738 
38,700 
30,439 
48,056 
41,586 
46,745 
38,886 
61,113 
.55,119 
67,438 
68,774 
70,694 
73,. 507 
77,19:^ 
78,063 
83, 199 
85.0.50 
87,834 
87,. 551 
93,433 
!»5,08!J 
100,133 
!)9,063 

lol.:iO^ 

103.30? 
104,563 
109.604 
115,446 
114.747 
11 3.. 5.58 
116, .581 
134,.53K 
130,384 
130. 43( 
131,343 
131,901 
134,381 
135,731 
13r.55( 
131.07! 


7,870 
14,805 
16, 199 
35,034 

38,. 589 


15,972 
31,747 
34,927 
.53,774 
.59.028 


3,845 


3,916 


7,761 


18t56 






13,037 


1867 






10,692 

16,731 

19.811 

30,254 

28,7.58 

30,661 

33,381 

37,240 

41,7!)0 

43,082 

45,243 

47.47(1 

4!),5!)7 

4!),. 599 

49,371 

51,189 

,50,705 

53,971 

.54,7.53 

.55,375 

,57.815 

63.493 

63,103 

63,K30 

61.441 

67,117 

71,075 

71,343 

73,6W5 

74,179 

75,. 5.53 

K0,()«4 

75,!)K! 

7K,3« 

77,37) 

78,:iO'; 

80.88( 

83,024 

83,42: 

89, lo:^ 


9,467 
13,640 
16.873 
34,839 
3i, 578 
35,656 
27,653 
31,057 
33,51( 
29,1!)6 
38,23: 
38,. 508 
40,671 
43,105 
41,99r 
45,46; 
44.66! 
46,3.54 
.51,151 

47,8;i< 

50.4:>' 
.'■;8.r);ih 

56.8hh 
57 . HI)i 
5!),.54t 
60.9.3: 
)13,35( 
(14,03! 
66,80f 
66.!)0; 
68,!)3.' 
75,6.5( 
(1!(..3)1( 
73.K)1 
73.64 
73, H6 
74,. 55 
76,34 
79,64 
84,63 


20,388 


1868 


66,401 
80,265 
79,l«i» 
83,090 
83,673 
87,567 

'.)i . 2r)!t 

93,34:S 
96,(l4it 
100,381 
118,134 
107,45: 
110,35(1 
111,798 
113,715 
115,139 


61,190 

73, 104 
78,. 589 
79,247 
80,344 
84,336 
78,848 
8(1, 463 
88,711 
93,335 
83,113 

9K,(;(;(i 

99,7.57 
101,393 
103,890 
106.378 


30,. 566 


1869 


36,684 


1870 


:»t,374 87,330 
35,413 76,999 
39,0301 85,765 
42,3141 81.100 


.55,083 


1871 

1872 

1873 


51,336 
56,317 
61,244 


1874 

1875 

1876 


49,343 
44,661 
.56,0.57 
.56, .558 
.5!), 490 
63,019 
66,6.58 
66,941 
73,345 
75,5,56 
78,433 
78,869 
79,835 
84,4l« 
89,139 
8K. 46(1 
91 , 7.56 
!)5,(l6i) 
!)(1,33)1 
!)K.(1I3 
103,3(1! 
103,!)6l 
103.134 
104, 84r 
113.40: 
110,7!)3 
lll,i)(« 
113,84! 
114,111 
116,337 
118.31! 
119,!)4! 
134,081 


110,3.56 
117.845 
123,485 
135,333 
130,184 
136,, 536 
142,8,50 
145,003 
1,55,544 
160,606 
166.266 
166,. 530 
173,357 
17!),. 507 
189,351 
187.35H 
193, 004 
1!)«,37(1 
300. 7K!) 
30H.31: 
318,815 
317, 70K 
215,665 
331 , 43r 
336.!)35 
331, 07C 
333, :i43 
335,191 
236.01.'- 
344,718 
344,04( 
347,. 50r 
355, UK 


68,397 
75,800 

73,278 


1877 

1878 


83,489 

86,768 


1879 


90,368 


1880 


1 91,604 


1881 


1 91,365 


1882 


96,643 


1883 


95,368 


1884 

1885 


119,130] 109,(J.-)r) 
123,74ll 113.4(14 


!)9,335 
105,902 


1886 


136,(5()H 
128,581 
133,910 
133,545 
137. CiM 
140. 3S3 
143,739 
146,147 
148,371 
151,. 504 
1.55,105 
156,834 
1.57.345 
15K,8()H 
1.59, 3K() 
161, 4(13 
163,t>4(l 
165,. 505 
169, 134 
171,730 
177,384 


118.08!) 
119.5'.C; 
133.341 
135. 3K9 
I3,s, (;;•;.' 
131,04!) 
133,713 
133,439 
134,499 
137,730 
141,411 
143,. 505 
145,001) 
147.315 
14K,;.'()l 
150. CCl 
153, 1(U 
151.331 
1.57,116 
161.133 
164,771 


103,214 


1887 


108,293 


1888 


133.030 


1889 

1890 


119,990 
131,';(X) 


1891 


133,i«7 


1892 

1893 


138,044 
134.435 


1894 


135,381 


1895 

1896 

1897 


140,485 

141,081 

> 144,477 

) 15K,.527 


1899 


1 145,349 


1900 


■ 151,254 


1901 


1.50,017 


1903 


~' 1.52,174 


1903 


1 1.55,436 




11 1.58,264 


1905 


1 163,068 
)i 173,723 



HiSTOBT OF Education 



NUMBER OF TEACHERS, A I'ERAOE LENGTH OF TERM, 

TOTAL TEACHERS' SALARIES, AND AVERAGE 

MONTHLY SALARIES BY YEARS 





Total Number Teacher.s 
p]mployeci 


g 

<'oB 


Amount Paid 
for Tear- hers 
Salaries 


3 




0! 









1865 


171 
■525 
♦ 818 
1,290 
1,680 
1,764 
1'9.51 
2,095 
3,443 
3,541 
2,677 
2.797 
2,818 
3,832 
3,142 
3,104 
3,979 
3,045 
2,961 
3,036 
3,145 
3,240 
3,3.57 
3,380 
3,444 
3, 483 
3,461 
3,463 
3,4,59 
3, .585 
3,705 
3,828 
3,924 
4,096 
4,094 
4,095 
4,018 
3,972 
3,8,54 
3,720 
3,793 
3,853 


216 

382 

404 

530 

603 

641 

517 

.5.50 

639 

801 

784 

896 

971 

935 

989 

1,030 

1,208 

1.315 

1,494 

1,607 

1,666 

1.685 

1,732 

1,858 

1.897 

2,008 

3,139 

2,284 

2,478 

3,530 

3,534 

2,626 

2,698 

2,712 

2,787 

2.973 

3,315 

3,334 

3,. 508 

3,877 

3,843 

3,978 


387 
973 
1,222 
1,810 
2,283 
2,405 
2.468 
2,645 
3,082 
3,342 
3,461 
3,693 
3,789 
3,747 
4,131 
4,134 
4,287 
4,360 
4,4-55 
4,643 
4,811 
4.935 
5,089 
5,338 
5,341 
5,491 
5,*i(X) 
5,747 
5,937 
6,115 
6,299 
6,4.54 
6,6.52 
6,808 
6,H81 
7,067 
7,2;J3 
7,306 
7,362 
7,. 597 
7,636 
7,830 


2.70 
3.12 
3.00 
3.50 
3.. 55 
4.12 
3.84 
4.04 
3.86 
4.13 
4.30 
4.33 
4.13 
4.38 
4.34 
4.. 50 
4.45 
4..5U 
4.43 
4.. 55 
4.34 
4,64 
4.95 
5.10 
4.80 
4.85 
4.95 
5.59 
4.90 
5.00 
5.00 
5.55 
5.65 
5.60 
5.40 
5.30 
5.80 
5.90 
6.15 
6.15 
6.15 
6.35 


% 47,006 00 

96,203 00 

140,465 00 

288,690 00 

277,131 00 

230,753 00 

328,347 00 

376,982 00 

i02,418 00 

480,400 00 

.541,3.58 00 

538,397 00 

.539,273 00 

501,704 00 

504,096 00 

522,483 00 

539.647 00 

.568,. 509 00 

603,. 556 00 

641.575 00 

667,8.52 00 

674,505 00 

707,. 539 00 

780,742 94 

805,429 46 

782,961 51 

834,879 89 

885.731 39 

9,38.441 01 

975, 766 76 

997,703 47 

1.112, .512 .55 

1,1.52,878 99 

1,1 49,. 598 92 

1,179,851 30 

1,213,490 68 

1,275,920 97 

1,381,3.50 22 

1,4.57,606 .56 

1,568,092 35 

1,633,455 91 

1,795.645 70 


» 


1866 


31 44 


1867 


36 00 


1868 


37 66 


1869 


34 11 


1870 


34 35 


1871 

1872 

1873 


33 50 
31 01 
31 46 


1874 


32 62 


1875 


32 90 


1876 


31 52 


1877 


31 86 


1878 

1879 


28 97 
36 64 


1880 


28 19 


1881 


28 22 


1882 


28 77 


1883 

1884 


30 22 
30 39 


1886 


31 70 


1886 


30 71 


1887 


31 53 


1888 


33 00 


1889 


31 38 


1890 


31 20 


1891 


31 .54 


1892 


33 26 


1893 


33 63 


1894 .... 


34 10 


1895 


34 70 


1896 


35 87 


1897 


31 66 


1898 


31 33 




31 74 


1900 


33 39 


1901 


30 41 


1902 


32 04 


1904" '"' '..' 


33 99 
33 56 




34 58 


1906 


36 70 







Q [ 




West Virginia 



A VEBAGE LOCAL LEVY FOR TEACHERS' AND FOR B VILD- 
ING FUND, BY YEARS 



YEAR 


.S 

2 

'3 


a 





1865 not given 














52 


















1869 48 counties 


31 

38.67 
37.39 
33.69 
33.38 
19.17 
31.50 
19.90 


37 

30.06 

39.90 

38.43 

34.01 

39.18 

39.30 

39.70 


58 




58.73 


187i .... 


57.39 


1873 


51.11 


1873.... 


57.39 


1874 


48.35 


1875 


50.80 


1876 


49.60 






1878 


14.30 

15.58 

19.30 

19.75 

33 

19 

19 

31 

31 

33 

33 

34.13 

34.75 

35-10 

35.60 

23.53 

24.14 

21,90 

33.40 

33.30 

34.20 

24.37 

24.96 

28.80 

38.90 

38.90 

30.50 

30 


26.30 

34.09 

25.20 

38.35 

38 

37 

37 

33 

35.50 

36 

26 

25.75 

33.60 

34.16 

34,84 

39.38 

33.53 

32.70 

37.30 

38.30 

38.10 

40 

41.49 

43.20 

43.05 

43 

43.00 

45.77 


40.50 


1879 


39.67 


1880 


44.50 


1881 ■ • 


48 


1883 


60 


1883 


46 


1884 ... '. 


46 


1885 

1886 ... 


54 
56.50 


1887 


48 


1888 . 


49 


1889 


49.88 


1890 

1891 


.58.35 
59.35 


1893 


60.44 


1893 


53. (K) 


1894 


.56.66 


1895 • 


54.60 


1896 


59.70 


1897 ... 


61.50 




63.30 


1899 


64.37 




66.45 


1901 


71.00 
71.95 


1903 


71.90 




73.50 


1905 . ... 


75.77 















10 



History of Education 



COST OF EDUCATION PER CAPITA AND TOTAL COST OF 
EDUCATION, BY YEARS. 



YKAR 


h 

d 

Hd 
d.2 
°S 

-O u 

sa 


dd 

■o d 

a u 
PQ 


^< . 

t/j DU flj 


3 


Amount of 
Teachers' 
Fund ex- 
pended 


Total Cost of 
Education 


I8(!r) 


% 


8 


% 


«l 


1 


$ 7,732 90 


]8liti 












173,784 00 


18(17 . 


a 82 

4 00 

8 i;j 
a 1)0 

8 85 
8 48 
8 58 
4 14 

4 a4 
4 a5 

4 00 
8 81) 
8 14 
8 87 
8 5(1 
4 IK) 

4 a7 
4 8a 
4 4a 

4 a7 

4 8(1 

5 (la 

5 07 
4 81) 

4 (11) 

5 1(1 
5 48 
5 5(1 
5 78 

(1 la 
(5 8a 

(1 87 

(1 a5 

(1 5(1 
(1 87 
(1 U!) 
7 88 

7 1)4 

8 40 
8 itl 


28 
11 88 
1) 75 

5 88 
7 50 
(1 14 
7 48 
(I 8i) 
(1 48 
C 8(1 
(> 80 

5 ai 
5 ao 

4 1)5 

5 aa 

5 5(1 
5 1)0 
(1 00 
(1 2(1 

(1 oa 

(> 0(1 
7 (11 
7 01 
(5 71 
(1 58 
7 1(1 
7 (14 
7 48 

7 77 

8 18 

8 (la 

8 81 

8 a4 

8 (11) 
8 (11 

8 1(8 

9 1)4 

10 (11 

11 51 

12 03 


i(l 25 

17 01) 
15 07 

8 05 

11 a5 

1) 54 
1) 1)1 
10 82 
10 14 
10 78 

!) ao 

7 85 
7 85 

7 7a 

8-81 

8 1)1) 

9 1)8 
10 05 

1) 85 
10 04 

10 04 

11 80 
10 1)5 
10 (la 
10 4(1 

10 a5 

11 85 
11 74 

11 8!) 

12 (12 

18 8(1 
la 81 
18 18 
18 88 
18 4(1 
14 18 
14 1)0 
1(1 28 
17 94 
17 41 






824,517 81 


18118 


244,88(1 B7 
24(1,470 9(1 
a07,2(17 (1(1 
212,088 51 
124,791 4a 
1.50,880 1)5 
224,887 02 
255,288 29 
247,080 45 
209,749 ,59 
180,118 70 
204,874 55 
185,0(19 (17 
212,877 ,5(1 
2(15,(174 84 
802,254 49 
805,5(17 88 
324,188 4(1 
801,481 10 
880,737 84 
41(1,950 5(1 
457,(188 99 
81)7,9(18 81 
.54)1,019 88 
491,757 08 
.583, 4(18 (13 
548, 1(10 (15 
.543, 70(1 08 
.5(11,9(17 (14 
(185,225 08 
(1(15,980 00 
(181,89(1 49 
(191,734 43 
747,078 58 
713,889 73 
831,(101 (17 
918,94(1 11 
l,(H)3.98(i 70 
1,015,(108 13 


277,4(15 77 
839, 1.53 78 
3)13,891 77 
3(15,685 31 

411.945 18 
4.5(1 110 38 
480,4:10 84 
508,. 579 1(1 
.544,085 15 
589,378 83 
501,7(14 (11 
.504,196 85 
533,488 34 
589,(147 (19 
(100,308 57 
(149,116 48 
691,868 58 
719,080 (19 
785,089 80 

756.946 8(1 
838,(199 83 
8.56,067 04 
895,201 67 
914,678 71 
944.895 .50 

1,009,719 .50 
1,068,788 88 
1,131,830 73 
1,3.55.897 96 
1,363.320 08 
1,394,488 84 
1,383,88(1 87 
1,837,440 61 
1,881.. 589 07 
1,484,743 78 
1,. 57 1,958 69 
1,675,3.57 17 
1.741,590 75 
1,9.54,851 99 


530,8.53 44 


\m\) 


575,6.28 69 


18T0 


470,139 48 


1871 


577,718 73 


187a 

1878 


.586,786 60 
606,991 18 


1874 


704,767 86 


1875 

187(1 


768,813 45 
786,117 94 


1877 

1878 ...... 


778,6,58 10 
(181, 81« 81 


1871> 


709,071 80 


188(1 

1881 

188a 

1881! 

1884 


707,. 5.53 91 
7.58,475 32 
865,878 41 
947,870 97 
997,481 46 


1885 

188(1 


l,048,a(>9 06 
1,086,();.'0 4)1 


1887 


1,087,744 70 


1888 


1,340,64'.) 91 


188i» ' 


1,818,701 (i8 


18il(l 


1,398,164 9H 


181)1 


1,860,698 .54 


18i»a 

18118 


1,486,063 .58 
1., 593, 188 13 


18114 


1,616,941 48 


181).') ... .... 


1,6(14,4.53 85 


1811(1 ■■.. 


1.817,665 60 


18117 


1,897,777 07 


181)8 


1,960,415 54 


181I1) 


1.914,788 86 


IIHH) 

IDdl 

looa 


3,019,165 08 
3,138,613 60 
3,197,188 45 


1«()8 


2,898,5,55 86 


11104 

li)(»r> 


2,589,208 28 
2,744,577 45 


11)0(1 


2,970,4.55 11 







West Virginia 



11 



THE AMOUNT OF THE GENERAL SCHOOL FUND DISTRIB- 
UTED, AND THE SCHOOL FUND B Y YEARS 



\v:ak 


T)ie Scliool 
Fund 


General 

Scliool FlllKl 

(jiross 
Amoimt 


1865 

1866 : 

1807 


% 106,122 78 
88,772 55 
172,023 15 
208,397 37 
216,701 06 
229,300 00 
278,069 92 
284,717 18 
316.1.52 34 
315,320 48 
325,243 34 

339.987 ^7 
344.531 45 
354,811 48 
375,1.54 52 

423.988 85 
441,947 25 
474,305 11 
.504,401 26 
514.]. 59 33 
1)49,258 00 
570,473 18 
890,493 25 
600,462 (18 
619,962 08 
620,011 48 
678,203 93 
706.025 75 
732,091 01 
766,678 80 
796. 163 34 
834.682 25 
868,230 14 
924,6.59 m 
»70,«6;{ 24 

1.032,920 32 
1,094.. 506 32 
1,104,4)2 69 
1,073,-534 78 
1,036.767 39 
1,000,000 (K) 
1,000,(X)0 00 


67,348 96 
195,. 562 16 
)75,;i!)5 24 


1868 ■. .. 


)K3,49(i 68 


1869 


) 49.. 568 58 


1870 


233,130 00 


1871 ... . 


174,896 35 


1872 


237,2)5 88 


1873 .... ... 


23), 435 92 


1874 . . 


3)4,791 32 


1875.... 


209, 124 38 


1876 

1877 


207,, 2b3 98 
195,183 75 


1878 


251,414 50 


1879 ; 

1880 


220,232 .54 
221.0)6 38 


1881 


) 83, 783 88 


1882 


272.842 33 


1883 


2.52. .5.29 90 


1884 

1885 


2)8.208 .53 
164,.5-?9 .50 


1886 


367.724 90 


1887 


402.396 87 


1888 .... 


390,. 564 88 


1889 

18!)0 


3(X), 168 83 
3(KJ,421 23 


1891 

1892 


361,487 89 
336,389 64 


1893 

1894 

1895 


314,7.54 53 
367.377 18 
392.654 32 


1896 


395. (L'O 17 


1897 


304. 9H2 22 


1898 


:i97.044 36 




364,201 99 


1900 


4)). 204 94 


1901 


422.) 69 81 


1902 


462,2r)0 .52 


1903 

1904 


.530,666 07 
.540,483 23. 




600,943 93 




7(i2, 7!)9 79 



12 HisTOBY OF Education 



The General School Fund. 

FKOM THE SUPERINTENDENT'S EErORT, 1906 

Since the last Biennial Report of tliis Department was issued some very 
important changes have been made in the manner of accumulating the 
General School Fund. 

At the Special session of the Legislature in 1904 the State School tax, 
■which for many years, in fact since the organization of the State, had 
been ten cents on the hundred dollars valuation was, for 1905, reduced 
to eight cents, and by authority conferred upon the Board of Public 
Works by the Legislature, was by this Board further reduced to six cents 
on the hundred dollars. Then for the year 1906 the Board of Public 
Works fixed the rate for the State School Tax at two and one-half cents on 
the hundred, or just one-fourth of what it was in 1904. 

But notwithstanding this lowering of the rate of taxation, the General 
School Fund has kept on increasing each year, and I confidently expect 
that within the next two years it will reach one million dollars. When the 
reduction in the State School levy was made it was provided that two- 
sevenths of the license and franchise taxes should go into the General 
School Fund, the aim being to keep this fund, as heretofore, as a kind of 
balance wheel to our school revenues. It will be noticed that this two- 
sevenths is in the same proportion as are the old rate of levy for State and 
School purposes, that is, as ten to thirty-five. 

The chief sources therefore from which our distributable fund is now 
derived are as follows: 

Capitation tax, 

The two and one-half cent levy. 

Two-sevenths of all license and franchise taxes. 

Interest on the $1,000,000 School Fund, 

Fines and forfeitures. 

One-half the interest on State deposits. 

Sale of delinquent lands. 

There are a few other minor sources but they do not produce much. 
Of course the Institute and Examination fees go into this fund, but are 
checked out and used for the purposes for which they were intended. 

The net amount of this fund for each of the last four years is as fol- 
lows: 

1903 $516,216.07 

1904 518,145.73 

1905 575,637.68 

1906 737,237.29 

These are the sums left each year after deducting the salaries of the 
County Superintendents and the expenses of the office of the State Superin- 
tendent of Schools, including all the printing for the Department. Some 



West Virginia 13 

expenses at the Auditor's office, as shown in his Reports, had previously 
been deducted. 

The General School Fund is apportioned in June annually to the dif- 
ferent counties on the basis of the enumeration taken with reference 
to the first of April preceding. For the last four years the amount per 
capita of school population has been as given below: 

1903 $1,615 

1904 1.588 

1905 1.728 

1906 2.155 

This indicates a gradual increase except between 1903 and 1904 when 
the largely increased enumeration lowered the per capita, while the 42 
cents in advance from 1905 to 1906 is very encouraging. 

The Auditor's Reports as to the condition of the General School Fund 
for 1905 and 1906 are as follows: 

STATE OF WEST VIRGINIA, 
Auditor's Office, 
Arnold C. Scherr, Auditor. 
Charleston, June 10, 1905. 
Hon. Thos C. Miller, 

State Superintendent of Free Schools, 
Charleston, W. Va. 
Dear Sir: — 

I have the honor .to submit the following report in accordance with the 
provisions of Section 61, Chapter 45 of the Code of West Virginia. 

RECEIPTS OP THE GENERAL SCHOOL FUND FROM JUNE lat, 190/,, 
TO MAY Slst, 1905. 

General school tax, ten-cent levy and- capitations ?374,318 85 

Fines by courts 27,069 40 

Dividends on stocks 8,600 00 

Interest on bonds and notes 42,444 07 

One half interest on state deposits 11,641 24 

School tax on railroad property 29,221 15 

Redemption of land taxes 2,669 30 

Sale of delinquent lands 7,470 71 

Sale and redemption of forfeited lands 3,770 48 

Teachers' examination fee 4,607 65 

Teachers' institute fee 4,921 75 

Transfer of the school fund, H. J. R. No. 15 36,767 39 

Transfer of license and franchise taxes. Sec. 60, Ch. 19 Acts 1904 75,372 72 



$628,875 71 

DISBURSEMENTS DURING THE SAME PERIOD. 

Salaries State Supt. of Schools $ 1,875 00 

Salaries clerk's office State Superintendent of Schools 4,251 34 

Expenses State Supt. of Schools 355 85 

Contingent expenses State Supt. of Schools 2,240 36 

Printing, binding and stationery Supt. of Schools 7,830 44 

Salaries County Superintendents of Schools 25,300 25 

I'urchase of books 371 75 

Refunding erroneous payments into the treasury 3 41 



14 HiSTOBT OF Education 

Cost of certification and publication delinquent lands 1,725 00 

Publishing sale of delinquent lands 581 49 

Support of county institutes 6,011 65 

Uniform examination system 2,663 46 

Overpaid taxes 37 91 

Balance not distributed 1904 15 88 

Total disbursements ? 53,269 79 

Leaving the amount to be distributed among the several counties, as 
follows: 

Amount paid county superintendents $ 25,306 25 

Balance in treasury May 31, 1905 575,637 68 

Total distributable portion of the general school fund $600,943 93 

Respectfully submitted, 

A. C. SCHERR, 

Auditor. 

STATE OF WEST VIRGINIA, 
Auditor's Office, 
Arnold C. Scherr, Auditor. 
Charleston, June 7, 1906. 
Hon. Thos. C. Miller, 

State Sup't Free Schools, 

Charleston, West Va. 

Dear Sir: — 

I have the honor to submit the following report in accordance with the 
provisions of section 61 of chapter 4.5 of the Code of West Virginia: 

RECEIPTS OF THE GENERAL SCHOOL FUND FROM JUNE 1st, 1905, 
TO MAY Slst, 1906. 

General school tax, six-cent levy and capitations $370,254 40 

Fines by courts 28,407 58 

Dividends on stocks 21,700 00 

Interest on bonds and notes 41,594 39 

Interest on deposits 12,504 69 

Railroad taxes 20,947 34 

Redemption of land taxes 3,105 38 

Sale of delinquent lands 4,430 72 

Sale and redemption of forfeited lands 2,204 18 

Excess of purchase money in forfeited lands 293 55 

Teachers' examination fees 5,128 58 

Teachers' institute fees 5,211,50 

Forfeited recognizances 950 00 

Witness fees 8 00 

Transfer of license and franchise taxes (Chap. 19 Sec. 60, Acts '04).. 284,540 64 

Total receipts $801,280 95 

DISBURSEMENTS DURING THE SAME PERIOD. 

Salary State Supt. Free Schools $ 3,000 00 

Salary Chief Clerk State Supt. Free Schools 1,800 00 

Salary other clerks State Supt Free Schools 2,187 00 

Salary Stenographer State Supt. Free Schools 1,156 66 

Expenses State Supt. Free Schools 611 95 



West Virginia 15 

Contingent expenses State Supt. Free Schools 1,731 05 

Printing, binding and stationery, State Supt. Free Schools 6,216 44 

Salaries County Supts. Schools 25,562 50 

Compensation Institute Instructors 6,000 00 

Purchase of books, State Supt. Schools 100 00 

Refunding erroneous payments into treasury 454 06 

Pay state agents — funds collected 115 90 

Cost certification and publication of delinquent taxes 2,132 83 

Publishing sale delinquent lands 656 13 

Expenses uniform examination 3,433 42 

Transfer balances sheriffs' accounts 8,592 17 

Excess purchase money forfeited lands 293 55 

Total disbursements $ 64,043 66 

Leaving the amount to be distributed among the several counties as follows : 

Amount paid Co. Supts. Schools $ 25,562 50 

Balance in treasury May 31, 1906 737,237 29 

Total distribution of general school fund $762,799 79 

Respectfully sumbitted, 

* A. C. SCHEBE, 

Auditor. 

THE APPORTIONMENT, 

Below is given the apportionment of The General School Fund for the 
years 1905 and 1906. To those interested in the financial as well as the 
educational features of our progress this is a valuable table. All knowl- 
edge is by comparison and this table enables one to realize some con- 
ditions that otherwise do not appear so plain. 



16 



History of Education 



APPORTIONMENT OF THE GENERAL SCHOOL FUND TO- 
GETHER WITH THE TOTAL ENUMERATION, 1905-1906 



COUNTIES 
ANlJ CITIES 



Barbour 

Berkeley 

Boone 

Braxton 

Brooke 

Cabell 

Calhoun 

Clay 

Doddridge... 

Fayette 

Gilmer 

Grant 

Greenbrier.. . 
Hanipshire... 

Hancock 

Hardy 

Harrison — 

Jackson 

Jefferson 

Kanawha — 

Lewis 

Lincoln 

IjOgan 

Marion 

Marshall 

Mason 

Mercer 

Mineral 

Mingo 

Monongalia.. 

Monroe 

Morgan 

McDowell.... 

Nicholas 

Ohio.. 

Pendleton . . . 

Pleasants 

Pocahontas.. 

Preston 

Putnam 

Raleigh.. .. 

Randolph 

Ritchie 

Roane 

Hummers 

Taylor 

Tucker 

Tyler 

Upshur 

Wayne 

Webster 

Wetzel 

Wirt 

Wood 

Wyoming . . 

Ceredo 

Charleston . . 

Grafton 

Huntington. 
Martinshurg 
Moundsville 
Parkersburg 
Wheeling 



Net Amount 



Co. Supt's Salary 



1905 



8,r.37 22 
6,983 96 
5,278 38 

11,933 36 
4,391 36 

11,365 40 
7,023 73 
5,746 80 
7,378 87 

19,581 ;30 
6,867 12 
3,993 72 

12,930 30 
6,467 75 
3,927 91 
5,025 86 

16,175 17 

12,759 14 
8,483 63 

31,667 90 
8,587 35 

11,006 06 
5,724 33 

17,430 58 

11,279 22 

13,4.50 70 

15,805 43 
8,003 00 
7,849 12 

10,065 60 
7,731 56 
4,178 71 

11,552 38 
8,194 90 
5,669 00 
5,720 88 

4.877 18 
5,261 00 

12.783 35 

10,164 09 

9,567 63 

10.89lt 22 

10.563 46 

13,142 95 

10,051 71 

3,995 45 

7.437 65 

9,344 60 

8,946 96 

12,828 30 

5,833 25 

14,169 90 

5,824 60 

9.693 11 

6,130 37 

1,251 71 

7,496 43 

3,373 05 

7.878 .50 
4,239 22 
3,810 45 
8,391 71 

19, 147 35 



1906 



Total $575,637 68 



10,168 64$ 
8,724 60 
7,041 32 

15,511 60 
5,769 70 

14,331 90 
8,817 28 
7,226 66 

9.188 00 
38,954 10 

8,610 37 
5.034 74 
16,434 07 
8,032 75 
4,976 55 
0,196 44 
20,867 .50 
15,753 00 
11,129 90 

37.756 36 
11,032 91 

13.757 30 
7,136 15 

32,029 20 

13,931 78 

16,207 77 

21,378 31 

10,151 40 

12,192 42 

13, 119 33 

10,002 70 

5,258 90 

15,. 593 50 

10,890 6( 

7,575 8S 

7,110 30 

6. 189 9' 
7,172 80 

16,473 86 
13,908 01 
12., 563 16 
1».]6S 8 
13,162 33 
16,341 40 
13,069 6; 
5,422 7( 

9,660 no 

11,360 51 

11,024 30 

16,087 (16 

7,603 84 

17,841 47 

7,134 00 

12,343 33 

7,468 06 

1,517 30 

9,731 10 

4,. 588 60 

11.938 10 

5,302 00 

4,786 

10.679 44 

22,815 85 



1905 



500 00 
425 00 
425 00 

500 00 
300 00 
500 00 
425 00 
406 25 
.500 00 
500 00 
500 00 
406 25 
500 00 
500 OU 
300 00 
425 00 
.500 00 
500 00 
425 00 
500 00 
500 00 
500 00 
262 50 
500 00 
500 00 
.500 00 
.500 00 
425 00 
435 00 
500 00 
500 00 
350 00 
500 00 
500 00 
350 00 
481 25 
350 00 
500 00 
500 00 
,500 00 
.500 00 
500 00 
500 00 
.500 00 
500 00 
3.50 00 
435 00 
500 00 
.500 00 
500 00 
.500 00 
.500 00 
435 00 
500 00 
425 00 



$737,237 29 $25,306 25 $25,562 .50 



1906 



500 00 
425 00 
425 00 
500 00 
300 00 
50U 00 
425 00 
425 00 
500 00 
500 00 
500 00 
435 00 
500 00 
500 00 
3J0 00 
425 00 
500 00 
500 00 
425 00 
500 00 
500 00 
500 00 
3.50 00 
,500 00 
500 00 
500 00 
.500 1)0 
481 35 
425 00 
500 00 
500 00 
350 00 
500 00 
500 00 
350 00 
500 00 
350 00 
500 00 
,500 00 
500 00 
500 00 
500 00 
500 00 
.500 00 
500 00 
350 00 
481 
500 00 
,500 00 
,500 00 
,500 00 
.500 (K) 
425 00 
.500 00 
425 00 



Gross Amount 



1905 



1906 



9,037 22 

7,407 96 

5,703 28 

12,422 36 

4,691 36 

11,765 40 

7,447 73 

6, 1.53 05 

7,878 87 

20,081 30 

7,367 12 

4,399 97 

13,430 30 

6,967 75 

4,227 91 

5,450 86 

16,675 17 

13,2.59 14 

8,908 63 

32, 167 90 

9,087 35 

11,506 06 

5,986 83 

17,930 58 

11,779 22 

13,950 70 

10-, 305 43 

8, 438 00 

8,274 12 

10,565 60 

8,231 ,56 

4,. 528 71 

12,0.52 38 

8,694 !K) 

6 019 00 

6,202 13 

5,327 18 

5,761 00 

13,383 ?5 

10.664 09 

10,0()7 63 

11,390 3:; 

11,063 46 

13,643 95 

10,. 551 '- 

4,345 

7.863 65 

9.844 60 

9,446 96 

13.328 30 

6,333 25 

14.669 90 

6,249 60 

10,192 11 

6.. 545 2' 

1.2.51 7 

7,496 43 

3,373 05 

7,878 .50 

4.239 22 

3,810 45 

8,291 

19,147 35 



Enumerat'n 



1905 



10,668 64 
9,149,60 
7,466 32 

16,011 60 
6,069 70 

14,821 90 
9,242 28 
7.651 66 
9,688 00 

29,4,54 10 
9,110 37 
5,4.59 74 

16,934 07 
8,. 532 75 
5,276 55 
6,621 44 

21,367 50 

16.3.53 00 

11.5.54 90 
38,256 36 
11,. 532 91 
14,3.57 30 

7,486 15 

22.. 529 20 

14,431 78 

16,707 77 

21,878 31 

10, 632 65 

12,617 42 

13,619 33 

10,502 70 

5.608 90 

16,093 .50 

11,390 r,6 

7,925 82 

7,610 30 

6,. 539 97 

7,672 80 

16,972 86 

13,408.01 

13,063 16 

14,668 85 

13,662 33 

16,841 40 

13.. 569 65 

5,772 70 

10,141 25 

11,860 .51 

11,524 30 

16,. 587 06 

8 103 84 

18,341 47 

7,, 5.59 00 

12,843 33 

7,893 015 

1.517 30 

9,731 10 

4.. 588 60 

11.938 10 

5,302 00 

4.786 87 

10,679 44 

23.815 85 



943 93 $763,799 79 333,862 342,060 



4,938 
4,039 
3,0.53 
6,896 
2,, 540 
6,516 
4,062 
3,324 
4,268 
11,326 
3,9' 
2,310 
7,479 
3,741 

2,' 907 
9,264 
7,380 
4,907 

18,317 
4,967 
6,366 
3,311 

10 083 
6,534 
7,780 
9, 142 
4,639 
4,540 
5,822 
4,472 
2,417 
6.683 
4,740 
3,279 
3,309 
2,831 
3,043 
7,394 
5, 879 
5,. 534 
6,299 
6, 110 
7,602 
5,814 
3,311 
4,303! 
5,405! 
5, 1751 
7.420 
3 374, 
8,196 
3,369 
5. 606 
3,. 540 
724 
4,336 
1.951 
4.. ".57 
3.4.53 
2.204 
4.796 

11,075 



1906 



4,718 
4,048 
3,267 
7,197 
3,677 
6,645 
4,095 
3,353 
4,263 

13,434 
3,995 
2,336 
7,625 
3,727 
2,309 
2,875 
9,682 
7,309 
5,164 

17,. 518 
5,119 
6,383 
3,311 

10,221 
6,464 
7,. 520 
9,919 
4,710 
5,675 
6,087 
4,641 
2,440 
7,235 
5,0.53 
3.515 
3.299 
2,872 
3,328 
7,643 
5.989 
5,829 
6,574 
6,107 
7,581 
6.U64 
2,516 
4,483 
5,371 
5,115 
7,464 
3,528 
8.278 
3,310 
5,727 
3.465 
704 
4,. 51 5 
3,129 
5,539 

•2,im 

3,331 
4,9.55 
10,586 




Fkances H. Pierpont, 
Governor of the Restored Government of Virginia, whose statue in mar- 
ble is one of West Virginia's contributions to Statuary Hall, Washington. 



West Vibginia. 



17 






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18 



History of Education. 



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West V^irginia. 19 



Early Education in West Virginia. 

Bt 

VIRGIL A. LEWIS, M. A., 
STATE HISTORIAX AND ARCHIVIST. 

Lord Bacon has said that "Knowledge is Power." He did not say that 
knowledge is virtue or that knowledge would necessarily bring happi- 
ness to its possessor. Yet, the experience of all ages has proved that an 
educated people will, other things being equal, be the most industrious 
most prosperous and most virtuous, and, therefore, the most happy 
And since the light of revealed knowledge has dawned upon the world, 
the necessity for education has become vastly more apparent. 

Some one has said that History is but "a record of bleeding centuries 
preserved by the book-keepers of the nation." This is in great part true, 
for it is little else than a story of war, plunder, devastation and desola- 
tion. But there are some noted exceptions. It was the boast of J. R. 
Green, the author of the "Histoi-y of the English People," that, therein, he 
had given more space to Chaucer than to Creasy; to Caxton than to the 
strife between the Yorkists and the Lancastrians; to the poet and his- 
torian than to the soldier, mariner, or crusader; to the founding of 
Oxford University than to the battle of Waterloo; to intellectual ad- 
vancement than to the record of the slaughter of men and the desolation 
of homes. In this he did right for the world of todays cares not so much 
for the records of the wars of a state or nation as for the story of its 
intellectual development. West Virginia was once a land of block- 
houses, forts, and stockades; now it is a land of school-houses. The 
story of the transition from the one to the other is an interesting one, 
for it tells how the mental activities of the people have kept pace with 
the material development of this Trans-Allegheny region. 

THE FIRST ATTEMPT TO FOUXO AN ENGLISH SCHOOL IN AMERICA 

For many years the history of West Virginia is a part of that of Vir- 
ginia, and if we would learn its story we must look beyond the Blue 
Ridge, even to the shores of the Chesapeake, for the causes which have 
acted in advancing or retarding the progress of the first settlers of 
the State and of their immediate descendants as well. The earliest Eng- 
lish settlement in America was made in 1607, at Jamestown on the banks 
of the historic James river. This was thirteen years and six months 
before a single white man found a home on the shores of New England. 



20 History of Education. 

the uxiversitv of henrico 

Many of the foremost literary men and profoundest scholars of Eng- 
land were members of the Virginia Company of London; and George 
Percy, John Porey, Alexander Whitaker, George Sandys, and others who 
had ccme to the Colony were educated men. Hence we are not surprised 
to find the Company, after having established representative government 
in Virginia — the first in America — engaged in an effort to found, on the 
banks of the James, in 1619, the first educational institution in North 
America north of the parallel of Mexico. This was to be the University of 
Henrico and its location was to be on the northern or eastern bank of the 
James river, ten miles below the Falls — now Richmond. Here the Com- 
pany, on the recommendation of its treasurer. Sir Edwin Sandys, donated, 
or set aside, fifteen thousand acres of land and furnished one hundred 
tenants to cultivate this for the support of the College. King James I, 
a friend of the proposed school issued instructions to the bishops of 
England to collect money to build a University in Virginia. In these he 
said: "Wherefore, do we require you and hereby authorize you to write 
letters * * * * to zealous men of the diocese, that they may, by 
their own example in contribution and by exhortation to others, move 
the people within the several charges to contribute to so good a work 
* * * to be employed for this goodly purpose and no other."' Fifteen 
hundred pounds^more than seven thousand dollars — were thus collected. 
Then there were private donations and bequests. Gabriel Barker, a 
member of the Company, gave five hundred pounds for the education of 
Indian children in the institution; a person unknown sent a communion 
table for the University; still another, who concealed his identity, gave 
many excellent books to the value of ten pounds, together with a map 
"of all "that coast of America." Nicholas Farrar gave by will three hun- 
dred pounds for the same object; Reverend Thomas Bargrave, a minister 
in the Colony, gave a library valued at one thousand marks; and the in- 
habitants along the banks of the James made a contribution of fifteen 
hundred pounds to build a house of entertainment at Henrico — the pro- 
posed seat of the University. In mid-summer of this year, George Thorpe, 
the Superintendent of the School — the first English school teacher in 
America — arrived in Virginia, and fixed his residence at Henrico, where 
work on the institution began. In October, 1621, Sir Francis Wyatt, 
Governor of the Colony, arrived at Jamestown bringing a series of instruc- 
tions from the Company for his own guidance, and one of these was that 
he should see to it that every town or borough "have taught some chil- 
dren fit for College." It is fair to presume that in compliance with this 
requirement he caused schools to be established for this purpose. 

THE EAST INDIA SCHOOL AT CHARLES CITY 

But still another effort was made to found thus early, a school in 
Virginia. In 1621, Rev. Patrick Copeland, Chaplain of the East India 
ship, the "Royal James," collected from the mariners and passengers 
when homeward bound to England, the sum of seventy pounds, eight 



West Virginia. 21 

shillings and six pence, to aid in founding a seminary or preparatory 
school at Charles City in Virginia, to be known as the East India School. 
Other donations of money and books were made in England. The Vir- 
ginia Company of London appropriated a thousand acres of land with five 
tenants to aid in its support. The good ship "Abagail" brought over a 
number of mechanics, ship-carpenters and others; also, "a select number 
to build the East India School at Charles City." Its projector, Rev. Pat- 
rick Copeland, was chosen its Rector, but for reasons now to appear, he 
never crossed the ocean. 

DEATH, WRECK AND KUIN 

A terrible tragedy now darkened all the land of Virginia. 0-pach-an- 
ca-no resolved to destroy the colony and in the Indian massacre on 
March 22, 1622, three hundred and forty-seven of the settlers fell in 
death at the hands of a barbarous and perfidious people. Superintendent 
Thorpe and seventeen of the people of the University of Henrico, were 
among the slain, and five victims fell at Charles City, the seat of 
the East India School. Whether these last were the five tenants 
sent by the Company to till its lands cannot now be known, but 
it is probable that they were. The direful calamity stayed the progress 
of education in the Colony. Had it not been so the East India School 
and the University of Henrico, with equipment, and preparatory schools 
"teaching some children fit for the College" would have begun its work 
fifteen years before Harvard, seventy-two years before Williarh and Mary 
opened its doors to students and eighty years before Yale had an exist- 
ence. 

EDUCATION IN VIRGINIA BEFORE THE REVOLUTION 

In 1624, two years after the massacre. King James, by quo warranto 
proceedings, dissolved the Virginia Company of London, and Virginia be- 
came a Crown Colony. The Established Church of England had already 
divided the settled portion of the Colony into parishes and it was in these 
that Sir Francis Wyatt, the governoi-, in 1621, was directed by the Com- 
pany "to have taught some children fit for the College." 

THE PARISH SCHOOLS — FREE SCHOOLS ESTABLISHED BY INDIVIDUALS 

Wyatt's instruction was doubtless the origin of the Parish or Paro- 
chial Schools in Virginia. Thenceforth for more than a hundred years 
the records of the schools belong to the history of the Church rather than 
to the annals of the Colony. Therefore, historians of that time gave but 
little attention to educational matters. From the acts of the House of Bur- 
gesses we learn that in 1G43, Benjamin Symms devised a freehold of 
two hundred acres on Poccosin river in Elizabeth City County for the 
support of a free school for the education and instruction of the children 
of the parishes of Elizabeth and Kiquotan. It also appears that, soon 
after, Thomas Eaton died, and having been prompted by the good intent of 



22 PJisTouY (iK Edttation. 

Symms, left an estate in the same covinty lor a similar purpose. In 1675 
Henry Peasley devised by will six laundred acres of land in Gloucester 
county, for the maintenance of a free school for the education of the 
children of Abingdon and Ware parishes forever. It was known as the 
"Peasley Free School," and it continued its good work for full eighty 
years without interruption. 

In 1660, the House of Burgesses provided for the establishment of a 
College, but there were delays and it was not until 1693 that William and 
Mary College, the oldest institution of learning south of the Potomac 
river, was opened for the admission of students. 

John Burk, the Virginia historian, writing in 1804, of the conditions 
in the Colony immediately preceding the Revolution, says: "Although 
the arts by no means kept pace with commerce, yet their infant specimens 
gave a promise of maturity and glory. The science of education had 
gradually become more liberal and men of erudition, attracted by the ris- 
ing fame of the Colony, and the generous patronage of the Legislature, 
abandoned their countries and came as teachers to Virginia. The Col- 
lege of William and Mary had been open for three-quarters of a century 
and many young men who were to be among the founders of this nation, 
thereby raising high their own fame and the glory of their country, had 
already gone out from its walls. 

EDUCATION IN VIHOIMA AITKR THE KEVOLI'TION 

With the close of the Revolution, the Established Churcli ceased to 
exist in Virginia, and the titles to the Glebe lands and other property 
vested in the State, or rather in the counties in which these were situ- 
ated, and thus terminated the Parish Schools. 

THE CHARITY SCHOOLS 

This gave rise to what were known as "Charity Schools." The people 
of King George, New Kent, and other Parishes, petitioned the General 
Assembly for needed legislation in the disposition of this property, and in 
some, as in the first named county, free schools were established with 
the proceeds of its sales; while in others, among lliem New Kent, the 
funds were used for building houses and employing teachers for the edu- 
cation of poor children — hence the Charity Schools. Then, too, num- 
bers of similar schools were established and maintained by charitably 
disposed persons for the children of indigent parents and the Charity 
Schools — free schools for i)Oor children — became widely known in Vii'- 
ginia. 

THE "I'HIVATE" ok "SELECT*' SCHOOLS 

At the same time — the close of the Revolution — another class of 
schools known is "Private" or "Select" Schools came into operation. 
Their work was much the same as that of the old Parish Schools. They 
were established and maintained by a few families whose children were 



West Virginia. 23 

the only pupils. In them teachers were epployed and paid pro rata by 
patrons. They continued long and traces of them may still be found in 
the Virginias. 

A.\ IIISTOKUAL VIEW OF THE OLD PART OF WEST VIRGINIA 

Before proceeding to consider the beginnings of education in West 
Virginia, let us notice briefly the first settlements of white men within 
its borders. The "Eastern Pan-Handle," comprising the counties of Berke- 
ley, Jefferson, and Morgan, and the Valley of the South Branch, in which 
are Hampshire, Hardy, and Pendleton counties, may be called the 
"Old Part of West Virginia." John Lederer, an Explorer sent out by 
Governor Berkeley, looked over on this i-egion from the summit of 
the Blue Ridge in 1769; but no white man found a home within its bor- 
ders until the coming of Morgan ap Morgan in 1727, when he reared his 
cabin home on the site of the present village of Bunkerhill, Berkeley 
county. The same year a band of Pennsylvania Germans, seeking homes, 
crossed the Potomac at the "Old Pack Horse Ford" and one mile above, 
on the south side of the river, amid the gray lime-stone, halted and 
founded a village which they named New Mecklenberg, from the old city 
of that name in the far away Fatherland. That was the beginning of 
Shepherdstown, now in Jefferson county. In 1732, Joist Hite, with a 
colony of sixteen families crossed the Potomac at the "Old Pack Horse 
Ford" and- these found homes in the Lower Shenandoah Valley. In the 
years immediately following, daring frontiersmen built their cabins along 
the Opequon, Back creek, Tuscarora creek, Little and Great Cacapon and 
in the South Branch Valley. The region in which these settlements 
were made was, from 1720 to 1734, on the western outskirts of Spottsyl- 
vania county; from the last mentioned year to 1738, it was included in 
Orange county. That part of this county lying west of the Blue Ridge was 
at that date, divided into two counties — ^Frederick and Augusta — so named 
in honor of Frederick, Prince of Wales, and his highly esteemed consort, 
Augusta of Saxe-Gotha, who died sincerely lamented by the English na- 
tion. Frederick county then embraced all of the West Virginia settle- 
ments until 1754, when Hampshire county, named from old Hampshire 
in England, was formed from western Frederick so as to include the 
whole of the South Branch Valley. In 1772, Frederick was divided into 
three parts and Berkeley county formed from its northern third in which 
were chiefly the West Virginia settlements then existing. From eastern 
Berkeley, Jefferson county was set off in 1801; and From its western part, 
Morgan county was formed in 1820. These three counties now form 
the "Eastern Pan-Handle" of the State. The District of West Augusta 
was formed west of Hampshire county in 177G, and from it the same year 
the counties of Monongalia, Ohio, and Youghiogheny were created, but 
the latter was extinguished by the western extension of Mason and Dix- 
on's Line. Further to the southward, Greenbrier county was formed in 
1777, from parts of Botetourt and Montgomery counties which had been 
set off previously from West Augusta. Kanawha county was taken from 
Western Greenbrier in 1789. Thus was county organization extended 



24 History of Education. 

over this trans-Allegheny Region — West Virginia even to the Ohio River. 
Herein we are not to look for the beginnings and development of educa- 
tion, 

EDUCATION IN W^EST VIRGINIA BEFORE THE REVOLUTION 

But little can be known of the first schools in West Virginia in the 
early years of its settlement, for from the year 1727, when Morgan ap 
Morgan, the first settler within the bounds of the State, reared his cabin 
home, until General Wayne, in 1794, broke the savage power at the battle 
of Fallen Timbers on the Maumee river — a period of sixty-seven years — 
there was little else than savage warfare in West Virginia. In these days 
of alarm, of midnight burnings, of the rencounter of the rifle, of the tragedy 
of the tomahawk and scalping knife; when the people were confined in 
frontier forts, block-houses, and stockades, there could be but little time 
for education, for culture or refinement. Yet, strange as it may seem, the 
little log schoolhouse might be seen here and there in the deep recesses 
of the wilderness long before the Revolution. The earliest reference to a 
West Virginia school house which the writer has seen is that contained in 
an entry in the journal of George Washington, when in 1747, he was sur- 
veying lands for Lord Fairfax on the Upper Potomac, and in the South, 
Branch, Cacapon and Patterson Creek Valleys in the Old Part of West 
Virginia. On the 18th of August of that year, he surveyed a tract by be- 
ginning at a station in "the School House Old Field." But no stream or 
other object is mentioned by which this location can be determined, nor 
can this be done by any contemporary surveys. It is believed to be far up 
the South Branch Valley, at what is known as the "Indian Old Fields" 
in Hardy county. 

The first definite mention regarding a school in the South Branch. 
Valley is, that a man of the name of Shrock began teaching in a cabin at 
Romney, the seat of justice of Hampshire county, in 1753 — one hundred 
and fifty-four years ago — and continued for several terms, then went — 
none knew whither. That was not a long time ago, but it was two years 
before the beginning of the French and Indian War; ten years before the 
fall of Quebec; twenty-one years before a white man found a home in 
Kentucky, and twenty-three years before the signing of the Declaration of 
Independence. 

The Parish Schools so common in Virginia east of the Blue Ridge and 
in the Upper Shenandoah Valley, were almost unknown in what is now 
West Virginia. Old Frederick Parish included the early West Virginia set- 
tlements in what are now Hampshire, Hardy, Berkeley, Morgan, and Jef- 
ferson counties, and as the^e were formed other parishes were created but 
there is little evidence of the existence of Parish Schools therein. 

EDUCATION IN WEST VIRGINIA AFTER THE CLOSE OF THE REVOLUTION 

In June, 1776, Virginia adopted a Constitution — the first framed for an 
American State — and there was not the slightest reference, even that of a 
word, relating to education. The State began her existence without any 
legal provision whatever relating to schools, in her organic law. 




Alexander L. Wade 

For more than a half century Prof. Wade was engaged in educational 
work in West Virginia. He served as teacher, principal and superintend- 
ent of schools, and he originated the plan for grading country schools. 
His book on this subject entitled "A Graduating System for Country 
Schools," was widely circulated and the system is now adopted in many 
parts of the country. 

In closing some reminiscences Prof. Wade said: "J arn glad I was 
called to be a teacher; and though I say with humility that my work has 
always seemed very imperfect, I have ever had as my ideal the example of 
the Man of Galilee who went about doing good and who was called the 
'Great Teacher.' " 

Prof. Wade died at Richmond, Va., May 2, 1904. 



West Viuginia 2& 

The Charity Schools before described can scarcely be said to have had 
any existence west of the Blue Ridge. A few, however, appear to have 
been opened in Berkeley, Hampshire, and some of the more western 
counties as they then were. J. E. Norris, the historian of the Lower 
Shenandoah Valley, says: "These Charity Schools were sometimes main- 
tained at the expense of the towns where they were located, and others 
were established and supported by the generosity of individuals, and 
none but extremely poor parents ever thought of sending their children to 
them, they being patronized by orphans and very indigent persons." As 
late as 1817, the General Assembly provided that all moneys in the hands 
of any county or corporation acquired from the sale of glebe lands should 
be applied to the Education of poor youth therein. This act, however, was 
chiefly operative in the eastern part of the Commonwealth. As before 
stated the "Private" or "Select" schools were long in operation and did 
good work. Similar schools in modified forms still exist in West Virginia. 

TIIK COMMON PBIMAEY SCHOOLS 

We are now to notice the most important system of schools that ever 
had existence on the Virginia frontier— now West Virginia. These, 
known as Common Primary Schools, were established as pioneer schools 
by the frontiersmen who assembled in their respective neighborhoods, 
erected the school houses at their own expense, and then employed the 
teachers. These schools differed from the "Private" or "Select" schools 
in this: They were open to all children of all parents who were able and 
willing to pay tuition. They were the historic schools of early West Vir- 
ginia. Thousands of them were established in the long period through 
which they continued, for under the name of "Old Field Schools" they 
were in operation nearly a hundred years. They are to receive notice 
more fully as this article progresses. 

THE FIRST PUBLIC SCHOOL THAT AFFECTED WEST VIRGINIA 

Notwithstanding the lack of constitutional authority, the General As- 
sembly, on December 26, 1796, enacted the first Virginia School Law that 
in any way affected West Virginia. At that time, ten of the present West 
Virginia counties had an existence; these were Hampshire, Berkeley, 
Monongalia, Ohio, Greenbrier, Harrison, Hardy, Randolph, Pendleton, and 
Kanawha, formed in the order named. This act was called the "Alder- 
'manic School Law," and it contained a preamble in which it was said that 
"Whereas it appeareth that the great advantages which civilized and 
polished nations appear to enjoy, beyond the savage and barbarous nations 
of the world, are principally derived from the invention and use of letters, 
by means whereof the knowledge and experience of past days are recorded 
and transmitted, so that man, availing himself in succession of the 
accumulated wisdom and discoveries of his predecessors, is enabled more 
successfully to pursue and improve not only those acts which contribute 
to the support, convenience and ornament of life, but to those also which 
tend to illumine and ennoble his understanding and his nature." Further, 
that "if the minds of the citizens be not rendered liberal and humane, and 
be not fully impressed with the importance of the priciples from which 



2G History of Education 

these blessings proceed, there can be no real stability or lasting per- 
manency of the liberty, justice and order of a republican government." 

With a view, therefore, to lay the first foundation of a system of 
education which should tend to produce these desirable results, it was pro- 
vided in this act that in each county of the State, the people should 
annually elect "three of their most honest and able men" to be called 
Aldermen of the county; that these should meet annually on the second 
Monday in May, at their court house, there to consider the expediency of 
putting the act into execution, having regard to the state of the population 
within the county; that if this was deemed best, they should proceed to 
divide the county into sections, regulating the size of these so that each 
should contain a sufficient number of children to make'up a school; that 
each section should be given a particular name; that a list of these names 
should be supplied to the clerk of the county court who was required to 
make record thereof in his office; that these should remain unaltered until 
a change was rendered necessary by an increase or decrease in inhabitants, 
and that the succeeding Aldermen should make such change as the 
county court directed. After this action had been taken by the Aldermen, 
it was made the duty of the householders of each section to meet on the 
ensuing first Monday in September at such place as the Aldermen should 
have designated and given notice of; and when thus assembled they should 
agree upon the most available site for the location of a schoolhouse. If 
a tie resulted, it was the duty of the Aldermen living outside the section to 
cast the deciding votes. A site having thus been chosen, the Aldermen 
were at once to proceed to have a school house erected, kept in repair, and 
rebuilt when necessary; but in the latter case the householders were again 
to assemble and determine whether this should be upon the same site 
or another. 

When the house was ready for occupancy, it was the duty of the Alder- 
men to select a teacher for the school who might be removed by them for 
cause; and it was their duty, or at least one of them, to "visit 
the school once in every half year at least," examine the pupils, and 
superintend the conduct of the teacher in everything relative to his 
school, in which the law declared "there shall be taught reading, writing, 
and common ai'ithmetic; and all free children, male and female, resident 
within the respective sections, shall be entitled to receive tuition gratis, 
for the term of three years; and as much longer at private expense as their 
parents, guardians, or friends shall think proper." The expense of 
building the house and the salary of the teacher in the different sections, 
was defrayed by the inhabitants of each county in proportion to the 
amount of their public assessments and county levies. This was to be as- 
certained by the Aldermen of each county respectively, and to be collected 
iy the sheriff just as other public taxes are collected: and it was made the 
duty of this official to pay all school money to the Alderman. Such was 
Virginia's first Free School Law, enacted one hundred and eight years ago, 
by the provisions of which, schoolhouses were to be erected and teachers 
employed at public expense; and all children were to have three years 
schooling, tuition gratis. 



West Virginia 27 

This was made operative from and after the first day of January, 1797. 
As stated there were at that time ten of the present West Virginia counties 
then existing and they covered tlie entire area of the present State. How 
many of them put into force and operation "The Public School Law of 
1796" can now only be learned by investigation and research among the 
musty and dusty records of more than a century ago. But action was taken 
by at least some, perhaps all of them, for certain it is that at the beginning 
of the century ensuing, schools were established here and there over West 
Virginia where there was a sufficient population. The Indian wars were 
past. The frightful warwhoop of the savage was no more heard south 
of the Ohio; and these frontiersmen, brave as ever dared the perils of the 
wilderness, did assemble, select sites, and provide for the building of 
schoclhouses, whether in the section as prescribed by the "Law of 1796," 
the cost of erection to be defrayed by taxation, or by their own hands and 
at their own cost, certain it is that they were provided and in them began 
a system of schools ante-dating the Louisiana Purchase and the admission 
of Ohio into the Union. 

THE LITERARY FUND OF VIRGINIA AS AN EDUCATIONAL FACTOR IN WEST VIRGINIA 

We are now to make inquiry regarding what was known for more than 
fifty years as the "Literary Fund of Virginia." Prior to 1776 — the begin- 
ning of the Commonwealth — escheats, penalties, and forfeitures in the 
Colony went to the King. From the last mentioned date to 1809 — a period 
of thirty-three years — the moneys derived from these sources were placed 
to the credit of the General State Fund. But in Section 1 of Chapter XIV 
of the Acts of 1809, it was provided "That all escheats, confiscations, for- 
feitures, and all personal property accruing to the Commonwealth as 
derelict and having no rightful owner, which have accrued since the sec- 
ond day of February one thousand eight hundred and ten, and which 
shall hereafter accrue to the Commonwealth, be, and the same are hereby 
appropriated to the encouragement of learning; and that all militia fines 
and the arrears thereof, due to the Commonwealth on the eleventh day of 
February, one thousand eight hundred and eleven, and thenceforth accruing 
or to accrue, be also and the same are hereby appropriated to the en- 
couragement of learning. 

The act which thus created the "Literary Fund" declared that it 
should "be appropriated to the sole benefit of a school or schools to be" 
kept within each and every county in the Commonwealth, subject to such 
orders and regulations as the General Assembly shall hereafter direct. 
And, whereas, the object aforesaid is equally humane, just and necessary, 
involving alike the interests of humanity and the preservation of the 
Constitution, laws and liberty of the good people of this Commonwealth; 
this present General Assembly solemnly protests against any other appli- 
cation of the said Fund by any succeeding General Assembly to any other 
object than the education of the poor." 

In 1810, the Auditor of Public Accounts was directed by Act of the 
Assembly to open an account to be designated "The Literary Fund" and to 
place to its credit every payment made on account of any of the escheats, 
confiscations, forfeitures, fines and penalties appropriated to the encour- 



28 History of Education 

agement of learning. In the same year the Governor, Lieutenant-Governor, 
Treasurer, Attorney-General, and President of the Court of Appeals, and 
their successors in office were constituted a body corporate under the name 
and style of the "President and Directors of the Literary Fund," of which 
the Governor was the presiding officer. It was to make an annual report 
to the General Assembly showing the condition of the funds committed to 
its care, with such recommendations for the improvement thereof as 
seemed advisable. For the speedy and certain collection of all moneys 
due to the Literary Fund, the President and Directors were required to ap- 
point in each county an attorney or agent who acted without any fee or 
emolument in reporting all funds due to or collected and not paid into 
the State Treasury to the credit of the Literary Fund, which the President 
and Directors were empowered to invest in the stock of banks within the 
Commonwealth. 

On the 9th of February, 1814, it was enacted that the titles to all lands 
and lots forfeited for the non-payment of taxes should vest in the Presi- 
dent and Directors of the Literary Fund, and all tax thereon be ex- 
tinguished, and all moneys afterwards received from the redemption ' or 
sale of these lands and lots were absolutely deemed to be a part of the 
Literary Fund. 

On the 20th of February, 1812, the General Assembly authorized the 
Farmer's Bank of Virginia to make loans to the National Government to 
aid it in the prosecution of the Second War with Great Britain; and by an 
act of February 24, 1816, the Literary Fund was largely increased by the 
donation or appropriation to it of these loans as they were paid back by 
the United States. 

THE APPLICATION OF THE LITERARY FUND 

It is seen that the primary object of the creation of the Literary Fund 
was the education of the children of indigent parents — that is of the 
poor youth of the Commonwealth. For the purpose of carrying into effect 
this primary object of its institution, the Assembly, in 1817, directed the 
President and directors to set apart annually the sum of $45,000 to be 
paid to the several counties in such proportion as the free white popula- 
tion of each bore to that of the whole State. At the same time it was made 
the duty of the court of each county to appoint not less than five nor more 
than fifteen discreet persons to be called "School Commissioners" who 
were to meet annually in November at the Court House and to hold such 
extra meetings as might be necessary. A majority formed a quorum. One 
of the members was elected Treasurer and authorized to receive for his 
county its quota of the Literary Fund. Before doing this he was required 
to give bond in the penalty of two thousand dollars payable to the Presi- 
dent and Directors of the Literary Fund. 

The commissioners had power to determine what number of poor 
children they would educate in their county; what sum should be paid for 
their education; to authorize each of themselves to select so many children 
as they may deem expedient, and to draw orders upon their treasurer, 
for the payment of the expense of tuition and of furnishing such children 
with proper books and materials for writing and ciphering. The poor chil- 



West Virginia 29 

dren thus selected were (with the assent of father, mother, or guardian) 
sent to such school as was most convenient, therein to be taught reading, 
writing and arithmetic. 

The said school commissioners were required to present annually a 
statement to the President and Directors of the Literary Fund, exhibiting 
the number of schools and indigent children in their county; the price 
paid for their tuition; the number of indigent children educated in such 
schools; and what further appropriation from the Literary Fund would, in 
their opinion, be sufficient to furnish the means of education to all the 
indigent children in their county. 

In 1817, the sum of $15,000 per annum was appropriated out of the 
resources of the Literary Fund for the purpose of procuring land and per- 
manently endowing the University of Virginia; but it was declared that 
this should in no wise impair or diminish the appropriation made for 
the education of the poor in the several counties of the Commonwealth. 
January 25, 1819, an additional $20,000 was appropriated out of the 
revenue of the Literary Fund for the education of the poor; but this was 
repealed at the same session by an act of March 3, 1819. On the same date 
the Assembly passed an act to reduce into one act the several acts con- 
cerning the Literary Fund. This took effect .January 1, 1820, when all 
legislation relating to the Literary Fund previously to that date was in 
full force and operation. The fund increased rapidly and on the 30th 
of September, 1833, it amounted to $1,551,837.47, of which $1,501,803.34 
was profitably invested in stocks and bonds. The appropriation for the 
education of poor children had, in the past thirteen years, been largely 
Increased. 

EDUCATION IN WEST VIRGINIA IN THE EARLY PART OF THE NINETEENTH CENTURY 

We have seen how the "Aldermanic School Law" was enacted in 1796, 
and how the "Common Primary Schools' previously existing were so 
modified by it that all white children might attend them three years 
tuition gratis. To that extent they were free schools. And this very fact, 
of itself, developed opposition to them. The people — some of them — had in 
mind the poverty feature of the old Charity Schools of other days. "Hence 
there was," says Norris, an author before quoted, "a certain stigma at- 
tached to these lower schools, not alone for the contact with poor chil- 
dren, whose rude manners may have been entailed upon them by an idle 
and dissolute father, or worthless mother, but from the innate Vir 
ginia idea of independence; that sense of not being dependent upon their 
fellow men or the State, for material support or assistance, especially in 
the matter of the education of their children. This feeling, the result of ex- 
perience in this regard, was ingrained and set." This, of itself, produced 
much of the illiteracy of the Commonwealth. But a large part of the 
people patronized these schools and when the three years of tuition gratis 
were passed, paid tuition and kept their children in school. Very many of 
these frontiersmen — pioneers of the wilderness — were unable to do this, 
and the short term of but a few months, the three years of free school 
afforded, gave but scant opportunity for the education of their children who 
thus grew up in ignorance if not in illiteracy. It was to meet these condi- 



30 History of Education 

tions that the Literary Fund was created, and it became a mighty educa- 
tional factor despite the refusal to accept its benefactions by so many of 
those for whom they were intended. 

A VIIOW OF EDrCATIONAI, CO.NDFriO.NS IN WEST VIROIMA IN 1833 

A view of educational conditions in 1833, will be of interest. This date 
has been selected because it is just thirty years before West Virginia was 
admitted into the Union and that period may be said to have been the 
"boyhood days" of the men who made the State. 

The Common Primary Schools under the provisions of the "Alder- 
manic School Laws of 179G" were in operation, as were other schools of 
higher order. Joseph Martin's "Gazeteer of Virginia," published at that 
time shows that schools of various grades existed generally throughout 
"West Virginia. Of the many he mentions a few. Evidence the following: 
At Martinsburg there was one male and one female academy and three 
common schools; at Wellsburg, one academy in which were taught the 
Greek and Latin languages, with three female and one male English 
school; at Barboursville, one common school; at Guyandotte, one primary 
school; at Anthony's Creek, three common schools; at Frankfort, two com- 
mon schools, one for males and one for females; at Lewisburg, one 
academy and one common school; at Cold Stream Mill, one classical school; 
at Springfield, one Seminary in which were taught all the necessary 
branches of an English education; at Trout Run, one common school; at 
Bridgeport, one common school; at Clarksburg, one academy and two com- 
mon schools; at Lewisport, one common school; at Pruntytown, one com- 
mon school; at Shinnston, one common school; at Ripley, one common 
school; at Ravenswood, three common schools; at Charles Town, one 
academy and several other schools; at Harpers' Ferry, two academies — 
one male and one female — and two common schools; at Middleway, two 
common schools; at Charleston one academy and one infant school — 
kindergarten, the first in the State; at Buckhannon, schools taught in 
the winter; at Leading Creek, two common schools; at Weston, one com- 
mon school; at Ballardsville, two schools in which were taught all the 
branches of an English education; at Point Pleasant, one common school; 
at Blacksville, one common school; at Glenville, one common school; at 
Polsley's Mills, one common school; at Morgantown, one academy, of two 
departments in which were taught the languages, painting, drawing, etc., 
and one common school; West Liberty, one academy and two common 
schools; at Huntersville, one school in which the ordinary branches of an 
English education were taught; at Brandonville one common school; at 
Beverly, one common school; at Middlebourne, one common school; at 
Parkersburg, three common schools. 

The revenues of the Literary Fund, which, as we have seen, amounted 
at this time to more than a million and a half of dollars, were also being 
used to advance educational interests. There were then twenty-four of the 
present counties of West Virginia checkered on the map of Virginia. 
These were Berkeley, Brooke, Cabell, Fayette, Greenbrier. Hampshire, 
Hardy, Harrison, Jackson. Jefferson, Kanawha, Lewis, Logan, Mason, 
Monongalia, Monroe, Nicholas, Ohio, Pendleton, Preston, Pocahontas, Ran- 



Wkst Virgixia 



31 



dclph, Tyler, and Wood. The operations of the President and Directors 
of the Literary Fund for the year 1833, may be seen by the following table 
in which is shown for the several counties, the number of school com- 
missioners, of common primary schools, of poor children, of poor chil- 
dren sent to school, the aggregate day's attendance of poor children in 
school; the average day's attendance at school of each poor child, the 
average rate of tuition per diem for each poor child, the average amount 
paid from the Literary Fund for each poor child, and the total amount of 
expenditures of the Fund in each county. 



TABLE SHOWING SCHOOL STATISTICS BY COUNTIES IN WEST 
VIRGINIA SEPTEMBER 30, 1833. 



OOUNTIES 



Berkeley 

Brooke 

Cabell 

Fayette ... 
Greenbrier. . 
Hampshire . 

Hardy 

Harrison 

Jackson 

Jefferson — 
Kanawha .. . 

Lewl.s 

Logan 

Ma.son 

Monongalia. 

Monroe 

Nicholas . .. . 

Ohio 

Pendleton . . 

Pi-eston 

Pocahontas . 
Randolph ... 

Tyler 

Wood 



Totals. 



O o 

_ u 
c - 



X X 



6.2 



o3 

pi 

xJ 



19 
80 
2.5 
18 
40 
K6 
23 
17 
22 
20 
34 

678 



°2 
0.0 






530 349 
410 268 
200 117 



500 239 

800 545 

2.50 100 

900 754 



350 217 
450 298 
500 235 



175 

1,000 

4.50' 

1.50' 

.500 
400 
220| 
120 

3.5i)| 
4.50, 
400 



127 
637 
192 

99 
282 

3.5<; 

190 
100 
197 
216 

288 



9.135 5,816 



7" o '^ 
o r< u] 

£ S c3 



24.. 51 8 
19,383 
6,399 



21 , 106 

23,048 

7,646 

36,200 



17,105 
19,217 
11,654 



6,697 

32, 341 

10,4.54 

5,214 

23.032 

14,298 

9,374 

6.018 

7,947 

10,958 

11,637 

220,6.56 






0) 01 

0! C 



3M 
4 



4 
4 
4 

2% 



4 

2% 



'6% 

21-12 

3?4 
3 
3 
3% 



X O X ^. 

Oio ^ o 
T-i-. -> 



: sj3 
'02 



2 45 

1 98 

2 40, 



8.54 14 
530 13 

287 76 



2 25 
I 671 

3 32; 
1 29 



537 90 
912 14 
332 23 
976 13 



3 25' 
2 73j 
1 30 



705 26 
814 72 
304 99 



2 23i 

1 311 

2 05| 
1 82: 
1 84 
1 45 

1 61 

2 11 
1 37 
1 20 
1 27; 



283 41 
889 15 
395 40 
179 80 
.520 06 
.515 43 
306 14 
211 29 
280 64 
259 46 
366 32 



• i $ 10,4.54 42 



* Reports not made in time to be included in Auditor'.s Report for the year. 
From the foregoing table, it appears that of the twenty-four West 
Virginia counties then existing, twenty-one made reports and that there 
were in these from five to fifteen commissioners in each, with 678 primary 
schools attended by .5,816 poor children — the beneficiaries of the Literary 
Fund — that they were present 220,650 days, and that $10,454.42 was 
expended in payment of their tuition from this Fund. If the reports of 
the other three counties — Fayette, Jackson, and Logan — were at hand, 
these several numbers would be considerably increased. Of course, this 
table does not show the number of pupils in these schools whose tuition 
was paid by parents or guardians. Neither does it show the number of 
schools in the counties at which no poor children were in attendance. 



i2 HisTOBY OF Education 

Joseph Martin, an enthusiastic Free School man, writing at this time, 
said: "Experience has already demonstrated the utility of even the ex- 
isting system, and thousands who must have groped through life in the 
darkness of ignorance, have had the cheering light of knowledge shed 
upon them by means of the Common Primary Schools." 

Successful work was done in these western counties, for by the 
census of 1840 there were more illiterate white persons in Virginia, east 
of the Blue Ridge than were on the west side of that mountain barrier. 

THE GREAT EDUCATIONAL CONVENTION OF NORTHWESTERN VIRGINIA, HELD AT 
CLARKSBURG, SEPTEMBER, 1841. 

The most important educational meeting ever held on the soil of 
West Virginia, before or since, assembled in the Presbyterian Church at 
Clarksburg, Harrison county, Virginia (now West Virginia), on Wednes- 
day, September 8, 1841, and continued in session three days. The object 
wa§ to take such action as would induce the General Assembly to enact 
laws providing for the establishment of a Free School System. There were 
then no railroads in Northwestern Virginia, but notwithstanding, nineteen 
counties, of which sixteen were of those now in West Virginia, were repre- 
sented. These were Augusta, Berkeley, Braxton, Brooke, Cabell, Frederick, 
Harrison, Jackson, Kanawha, Lewis, Mason, Marshall, Monongalia, Ohio, 
Randolph, Shenandoah, Tyler, Warren and Wood. One hundred and fif- 
teen delegates were present at the opening session, and numbers of others 
arrived later. The body was called to order by Mr. Z. Jacobs, of Ohio 
county, and the distinguished George Hay Lee, of Harrison county, after- 
ward a Judge of the Coui't of Appeals of Virginia, was elected President. 
He was escorted to the Chair by Gideon D. Camden of Harrison county, 
and William McConnell of Brooke. Then John McWhorter, of Lewis 
county; John S. Barnes, of Monongalia; James W. McClemens, of Ohio; 
John Parriott, of Marshall; Joshua Russell, of Tyler; William C. Hay- 
mond, of Randolph; Joseph Johnson, of Harrison; Albert A. Lewis, of 
Braxton; and Josiah M. Steed, of Wood, were elected Vice-Presidents. 
George W. Thompson, of Ohio county; James H. McMechen, of Harrison; 
James Evans, of Monongalia, and Luther Haymond of Harrison were 
made Secretaries. Then the names of members were eni'olled, and 
among them were many distinguished men. There sat Hon. James 
Points, of Augusta county. Caleb Boggess, Benjamin Bassel, Ephriam Bee, 
William A. Harrison, Charles Lewis, Eli Marsh and David Kincheloe, of 
Harrison; Thomas Bland, R. W. Lowther, A. G.' Reger, and Cabell Taven- 
ner, of Lewis; John L. Sehon, of Mason; Elbert H. Hall, of Marshall; 
Zedekiah Kidwell, James Evans, and George McNeely, of Monongalia; 
William Armstrong, John W. Clemens, Alexander Newman and Thomas 
Townsend, of Ohio; David Holder, James H. Logan, Daniel W. Shertliff, 
of Randolph; John Ireland, James Morris, Presley Martin, and John Wells, 
of Tyler; Austin Berkeley, Lewis Bond, Thomas Chancellor, and W. M. 
Protzman, of Wood. Benjamin S. GriflBn was appointed doorkeeper, and 
the Rules and Regulations of the House of Delegates of Virginia were 
adopted for the government of the Convention. The Ministers of the town 
were invited to open the sessions with prayer; and editors of newspapers 



West Virginia 33 

were admitted to seats for the purpose of reporting the proceedings. 
•Committees on Order of Business, Resolutions, etc., were appointed. Then 
the real work of the Convention began and continued for three days with 
•evening sessions. Never did a more earnest body of men assemble in West 
Virginia than this, nor has the work of any one yielded more abundant 
fruit. These men builded better than they knew. Then there was a Free 
School System for the Commonwealth in which all children should be 
■educated without distinction. There were papers read, addresses made, 
plans submitted, and the proceedings published in pamphlet form under 
the title of "A Memorial to the General Assembly of the State, Requesting 
that Body to Establish a More Liberal and EflBcient Primary or Common 
School System." That pamphlet was, and still is, the most remarkable 
publication to be found in the educational literature of the Virginias. The 
history of that convention, with an account of its labors and notices of the 
men composing it, would fill a volume. Will not some school man of 
West Virginia write it? 

THE VIRGINIA SCHOOL LAW OF 1846 

Thus from 1833 to 1846 — a period of thirteen years — school matters 
•continued without change. Full fifty years had come and gone since the 
introduction of the Aldermanic School System under the law of 1796, and 
now this was to be remodeled. On the 5th of March, 1846, the General 
Assembly passed "An Act Amending the Present Primary School System." 
Important changes were made. Now it was made the duty of the county 
court of each county, at its ensuing October term, to lay off according to 
accurate and well known boundaries, the territory of the county into any 
number of districts, having regard to the territorial extent and population 
■of the same, and to appoint for each of the districts one school commis- 
sioner. These, when appointed, constituted collectively the Board of 
School Commissioners for the county. It was to meet at the Court House 
in the ensuing November, and, having organized, proceed to elect a super- 
intendent of the schools of the county, who should execute a bond payable 
to the directors of the Literary Fund, and who should perform the duties 
■of treasurer and clerk of the board. The commissioner of each district 
transacted the school business within it; registered and reported to the 
county superintendent all the children within his district between the ages 
of five and sixteen years; entered into a contract with the teachers of his 
district to teach a number of indigent children as many days as his dis- 
trict's proportion of the county's quota of the Literary Fund would pay for, 
and required this teacher to keep an accurate acount of the attendance of 
such children. Reports were made to the county superintendent who kept 
a record of all the children enrolled in the schools of his county, and re- 
ported the same to the Board with such information as he deemed useful 
to it. In September of each year he made an annual report to the Di- 
rectors of the Literary Fund, showing his receipts and disbursements, the 
ages and sexes of the children of the county, with the actual number of 
days of attendance of indigent pupils, and the amount of compensation 
■per diem paid to teachers for their instruction. For his services, he re- 
ceived two and a half per cent, of the amount passing through his hands 



34 HisTOKY OF Education 

and actually expended for the purposes of education. This law was in no 
wise an improvement over that which preceded it. It was the continua- 
tion of the same system that had been in operation for more than fifty 
years, but under changed conditions, and it was not to end until civil war 
came to desolate the land. 

"the old field schools'' 

It has been stated that these Common Primary Schools as they existed 
under the Law of 1796 and under that of 1846, as well, came to be known 
as "Old Field Schools" from the location of the schoolhouses. 

THE WEST VIRGINIA SCHOOLHOUSE OF THE OLDEN TIME 

No matter how the selection of a site was made. It was the same. 
Down on the broad river bottoms, in the valleys of smaller streams, or 
among the hills where was a bubbling spring or rippling brook, a spot, in 
juxtaposition to half a dozen or more cabin homes was agreed upon by the 
heads of the families as a suitable place for a sehoolhouse. It was an old 
"clearing" which tradition said was made by a man who was killed by the 
Indians, lost in the woods and never afterward heard of, or, tired of the 
wilderness, had gone back over "the Ridge" — the Blue Ridge. 

There, on the margin of that "improvement" — an "old field" — where 
half a dozen paths bisected, with the primitive forest in the rear and the 
plat of wild grass and tangled weeds in front, these men — advance guard 
of civilization — i-eared the sehoolhouse. Rude structure it was; in size, 
perhaps 16x18 feet; the walls built of logs, sometimes hewn, but usually 
round, and from* eight to twelve inches in diameter — the interstices- 
chinked with sticks and stones and daubed with clay; the roof of clap- 
boards held in place by heavy weight poles; the door of slabs hung on 
wooden hinges; the floor, if any, was made of puncheons split from the body 
of a large tree and hewn so as to have somewhat the quality of smooth- 
ness; a fireplace, ample as that of an ancient baron, spanned over half of 
one end of the building and was surmounted by a "cat-and-clay" chimney, 
not unlike a tall partridge trap, ever tottering to its fall. Logs ten inches 
in diameter, split in halves, and pins or legs inserted in the oval sides, 
answered for seats. Along the side of the wall pins were inserted and on 
them rested a broad slab, sloping downward, used as a writing desk; just 
above it, a log was chopped out and in its place was a long frame-work 
resembling sash for holding a single row of panes of glass, in the absence 
of which, greased paper was sometimes pasted to admit the light. Such 
was the structure in which was taught the "old field school" of long ago. 
It was used alike for school purposes and divine worship, and in neither 
was it void of results. 

THE SCHOOL AND THE SCHOOL MASTER 

Autumn came. A stranger appeared upon the scene and the report 
went from cabin to cabin that there was a school master in the neighbor- 
hood. Look at him. He is clad in the garb of the border. Whence he 
came, none know. He brings no credentials or diploma from a college 
faculty, for none is required. It is only necessary that he teach the three 



Wkst ViK(iiNi.\ 35 

Il's — ^r'CiudiiiK, 'riting and 'rilhiiicilic. Jle binds liiniHelf to do this In his 
"article" wliicii tie carries from house to house, soliciting subscriptions to 
the school which he is to "keep" for so muph a "quarter" and "board 
'round" — that is with the pupils. Then he goes to the school commissioner 
of the section of the district, who, in compliance with the law of '9G or 
of '4G, enters into a contract to pay from his quota of the Literary Fund 
the Tuition of the indigent children of the neiglil)oihood. Then the day is 
announced for school to begin and it is undcsrstood that the "master" 
will board the first weeU at John Siiiith's but none can divine where he 
will stay the next. 

Monday morning comes. The "inaster" goes early and with the aid 
of one of Smith's big boys, puts on a "back-log," and soon a fire is roaring 
on the hearth. Then the boys and girls for half a dozcui miles around be- 
gin to arrive. William .Tones cannot come this week, for his father did not 
get his shoes made, owing to the fact that the leather "stayed green" too 
long in the tan trough. Bettle Davis is not there either for her mother did 
not get her linsey-woolsey frock made in time. The master, meantime, 
has been making pi-eparations for the "quarter" by cutting a bundle of 
withes in the forest near by. All is in readiness, and a stent,orian voice 
from the door cries out "Come in to books." In they go, with lunches in 
chip baskets made from the tough splits of the oak or hickory of the hills. 
Under the arms are copies of the "English Header" and "Webster's "Ele- 
mentary Speller." And now, Hvoe be to the one who provokes the wrath of 
him who presides over this temple of learning. The "quarter" closes in 
due time; the master collects tuition from the parents who are able to pay 
this; then, with sworn statement of amount due for teaching the in- 
digent childi'en he proceeds to the treasurer of the county school com- 
niissioncM's, from whom he receives this — then goes, perhajjs none know 
where. 

Such was the "jolly old pedagogue" of "ye olden fiiiH!." Many of them 
were highly (iducated men and they filled theii- mission well. In that "Old 
Field Schoolhouse," we, in imagination, see one of them yet. Thought- 
fully he stands by an apperture in the wall, called by courtesy a window, 
either mending pens or making new ones from the quills fiom the wing of 
the goose, the wild turkey or, perchance, from that of the eagle — brave 
bii-d of the mountain — for some of the dozen flaxen-haired urchins some of 
whom arc afterwai'd to b(' the boast of their country, or the warriors or 
magislfiiles of embryo states in the West. 

TIIK HOVS AND GIIU.S OK ■rilK "()I,I) I'lKLII SCHOOLS" 

statistics of these limes show that tens of thousands of boys and 
girls attended these "Old h^icid Schools." There l])ey learned discipline 
and to spell and read :uid write and cipher; but that nobler inde- 
pendent luiiiiiiood w;iK due to instruction within no more than exercise 
without. I'V)!- did not the; Itonians, even the wealthiest of them, teach 
their sons and daughters to be tolerant of hujiger and cold, to go barefoot 
on the cam|)us and to swim the Tiber in January? May be there was 
not enough of book lore in these Old l^^ield Schools, but the boys had 
(heir early i)rivileges that other generations have not had. There was 



36 History of Education 

the brave walk through the sleet and the snow; the game of hide-and- 
seek among the chinquepin bushes, the bull-pen-ball, the scramble for 
the wild grapes, the chase of the flying squirrel through the thickets of 
laurel, the bloom of which other boys and girls have made the State 
flower; the climbing high among the limbs to dislodge the raccoon from 
his hole in the black gum tree. We wonder what has become of the 
boys that went to the Old Field School at Bear Creek, Big Bend, Locust 
Knob, Sugar Camp Hollow, Deer Creek, and a thousand other places 
among the West Virginia hills. Many thousands of them stayed in the 
land of their nativity and they and their descendants became the home- 
builders of West Virginia. They helped to shoot barbarism out of the 
Ohio Valley. Some went to become founders of other states and to never 
return. Some went away awhile and then came back to tell of steam- 
boats, and Richmond and Pittsburg, and Cincinnati, and fireworks; some 
warred with the Briton in 1812'; others studied war with Scott and Tay- 
lor in Mexico. But others went to make names that are long to last; two 
early governors of Ohio attended the Old Field Schools of Berkeley 
county; Reuben Chapman, one of the best governors Alabama ever had, 
was a student in the Old Field Schools of Randolph county; Jesse 
Quinn Thornton, who wrote the first constitution of Oregon attended 
the Old Field Schools of Mason county; Lorenzo Waugh, who was a pupil 
In an Old Field School in Pocahontas county, then taught in the Old 
Field Schools of Harrison and Mason counties, afterwards gathered the 
first Methodist congregation ever assembled in the Sacramento Valley; 
James T. Farley studied in the Old Field Schools of Monroe county then 
went to the Pacific Coast, afterward to visit the home of his childhood 
when a United States Senator from California; Thomas A. Morris at- 
tended an Old Field School in Cabell county and was afterwards a distin- 
guished bishop of the Methodist Episcopal Church; Thomas and Samuel 
Mullody attended the Old Field Schools of Hampshire county, and the 
former served two years as the tutor of the crown prince of Naples and 
died while president of Georgetown University; the latter, at the time 
of his death was president of Worcester College, Massachusetts; Stone- 
wall Jackson attended an Old Field School in Lewis county, won dis- 
tinction in Mexico, and gave up his life at Chancellorsville for the Lost 
Cause; Jesse L. Reno attended an Old Field School in Ohio county, 
achieved honor in Mexico, and died in South Mountain, Maryland, while 
gallantly leading the Ninth Army Corps in battle for the Union. No, these 
Old Field Schools were not barren of results, but were rather a mighty 
factor in civilization. 

"WEST VIRGINIA ACADEMIES, SEMINARIES, AND COLLEGES OF THE OLDEN TIME 

By far the most important, the most potent factors in early educa- 
tional work in West Virginia were the many academies which, as char- 
tered institutions, were scattered over the State, and whose management 
and control were in the hands of the foremost men of the community, who 
were made bodies corporate by the acts of the General Assembly of 
Virginia. 



West Virgixia 3T 

We have seen that, for a series of years, the settlements in the 
Eastern Pan-Handle and the South Branch Valley were included in 
Frederick county of which Winchester early became the seat of justice. 
This town was the chief mart of trade long after the formation of Hamp- 
shire and Berkeley counties. There, for many years, the people obtained 
their supplies of merchandise, and there, too, their sons and daughters 
were first offered the advantages of secondary and higher education. 
In the Alexandria Advertiser, of June 22, 1780 — one year before the first 
newspaper published in the United States west of the Blue Ridge made 
its appearance — the trustees of the "Winchester, Latin, Greek, and Eng- 
lish Schools" advertised that "having elected Mr. Armstrong and Mr. 
Potter, two gentlemen of character and ability to take charge of the 
institution, we do hereby give notice that the schools will open on the 
first Monday in July. They set forth that the "climate is healthful, the 
country plentiful, and the town growing." Such was the first classical 
school of the Lower Shenandoah Valley which opened its doors to the 
young men and women of what is now the eastern part of West Virginia. 

The oldest of these institutions within the limits of the State was 
located at Shepherdstown, now in Jefferson county. The exact date of 
its establishment is not known, but it antedated the Revolution. Rever- 
end Robert Stubbs, who on the Crd day of December, 1787, made affidavit 
that he had witnessed the test trial of James Rumsey's steamboat, on the 
Potomac, subscribed himself as "Teacher of the Academy at Shepherds- 
town." 

George Washington did much to arouse an interest in secondary 
education on the part of the people of Virginia. On the 15th of Decem- 
ber, 1794, while President of the United States, he wrote Edmond Ran- 
dolph, the Secretary of State, upon the subject of higher education, and 
said; "It has always been a source of serious regret to me to see the 
youth of these United States sent to foreign countries for the purpose of 
education, often before their minds are formed or they have imbibed any 
adequate ideas of the happiness of their own; contracting, too frequently, 
not only habits of dissipation and extravagance, but principles unfriendly 
to republican government and to the true and genial liberties of man- 
kind, which, thereafter, are rarely overcome." 

The age of academies in the Commonwealth had already begun, and 
was long to continue. In the following partial list of these institutions 
in West Virginia, the number, together with the date of incorporation, and 
place of establishment, in the order named, are given; that is to say: 

1. The Academy of Shepherdstown, at Shepherdstown, in Jefferson 
county, incorporated in 17 — . 

2. The Randolph Academy, at Clarksburg, in Harrison county, in- 
corporated December 11, 1797. 

3. The Charles Town Academy, at Charles Town, in Jefferson county, 
incorporated December 25, 1797. 

4. The Brooke Academy, at Wellsburg, in Brooke county, incor- 
porated January 10, 1797. 

5. The Mount Carmel School, at West Union, in Preston county — 
then Monongalia — established in 1801. 



38 History of Education 

6. The Lewisburg Academy, at Lewisburg, in Greenbrier county, 
incorporated in 1812. 

7. The Shepherdstown Academy, at Shepherdstown, in Jefferson 
county, incorporated January 3, 1814. 

8. The Romney Academy, at Romney, in Hampshire county, in- 
corporated February 11, 1814. 

9. The Lancasterian Academy, at Wheeling, in Ohio county, in- 
corporated October 10, 1814. 

10. The Monongalia Academy, at Morgantown, in Monongalia county, 
incorporated November 29, 1814. 

11. The Mercer Academy, in Charleston, Kanawha county, incorpo- 
rated November 29, 1818. 

12. The Union Academy, at Union, in Monroe county, incorporated 
January 27, 1820. 

13. The Martinsburg Academy, at Martinsburg, in Berkeley county, 
incorporated January 28, 1822. 

14. The Romney Classical Institute, at Romney, in Hampshire 
county, established in 1824. 

15. The Tyler Academy, at Middlebourne, in Tyler county, in- 
corporated January 30, 1827. 

16. The Wheeling Academy, at Wheeling, in Ohio county, incorpo- 
rated February 21, 1827. 

17. The Romney Academy, at Romney, in Hampshire county, in- 
corporated March 25, 1829. 

18. The Morgantown Female Seminary, at Morgantown, in Monon- 
galia county, incorporated March 23, 1831. 

19. The Seymour Academy, at Moorefield, in Hardy county, in- 
corporated February 16, 1832. 

20. The Bolivar Academy, at Bolivar, in Jefferson county, incorpo- 
rated February 16, 1832. 

21. The Red Sulphur Seminary, at Red Sulphur Springs, in Monroe 
county, opened April 15, 1832. 

22. The Charles Town Female Academy, at Charles Town, in Jeffer- 
son county, incorporated March 15, 1836. 

23. The Brickhead and Wells Academy, at Sistersville, in Tyler 
county, incorporated January 18, 1837. 

24. The West Liberty Academy, at West Liberty, in Ohio county, 
incorporated March 20, 1837. 

25. The Marshall Academy, at Guyandotte — now Huntington — in 
Cabell county, incorporated March 13, 1838. 

26. The Western Virginia Education Society, at Pruntytown, in Tay- 
lor county, (then Harrison), incorporated March 28, 1838. 

27. The Parkersburg Academy Association, at Parkersburg, in Wood 
county, incorporated April 5, 1838. 

28. The Morgantown Female Academy, at Morgantown, in Monon- 
galia county, incorporated January 30, 1839. 

29. The Cove Academy, at Holliday's Cove, in Hancock county (then 
Brooke), incorporated April 6, 1839. 



West Virginia 39 

30. The Bethany College, at Bethany, in Brooke county, incorporated 
In the autumn of 1840. 

31. The Preston Academy, at Kingwood, in Preston county, in- 
corporated January 2, 1841. 

32. The Huntersville Academy, at Huntersville, in Pocahontas 
■county, incorporated January 18, 1842. 

33. The Asbury Academy, at Parkersburg, in Wood county, incor- 
porated February 8, 1842. 

34. The Little Levels Academy, at Hillsboro in Pocahontas county, 
Incorporated February 14, 1842. 

35. The Rector College, at Pruntytown, in Taylor county, incorpo- 
rated February 14, 1842. 

36. The Greenbank Academy, at Greenbank, in Pocahontas county. 
Incorporated March 26, 1842. 

37. The Northwestern Academy, at Clarksbui'g, in Harrison county. 
Incorporated March 26, 1842. 

38. The Brandon Academy, at Brandonville, in Preston county, in- 
corporated March 27, 1843. 

39. The Weston Academy, at Weston, in Lewis county, incorporated 
January 18, 1844. 

40. The Potomac Seminary, at Romney, in Hampshire county, in- 
corporated December 12, 1846. 

41. The Male and Female Academy at Buckhannon, in Upshur 
county — then Lewis — incorporated February 1, 1847. 

42. The Lewis County Seminary, at Weston, in Lewis county, in- 
corporated March 20, 1847. 

43. The Marshall Academy, at Moundsville, in Marshall county, in- 
corporated March 19, 1847. 

44. The Wheeling Female Seminary, at Wheeling, in Ohio county, 
Incorporated January 24, 1848. 

45. The Buffalo Academy, at Buffalo, in Putnam county, incorpo- 
rated March 16, 1849 

46. The Academy of the Visitation, at Wheeling, in Ohio county, in- 
corporated March 14, 1850. 

47. The Jane Lew Academy, at Jane Lew, in Lewis county, incorpo- 
rated March 16, 1850. 

48. The Wellsburg Female Academy, at Wellsburg, in Brooke county, 
incorporated March 17, 1851. 

49. The Meade Collegiate Institute, at or near Parkersburg, in- 
corporated March 21, 1851. 

50. The South Branch Academical Institute, at Moorefield, in Hardy 
county, incorporated March 31, 1851. 

51. The Fairmont Academy, at Fairmont, in Marion county, in- 
corporated February 17, 1852. 

52. The Wheeling Female Seminary, at Wheeling, in Ohio county, 
incorporated January 10, 1853. 

53. The West Union Academy, at West Union, in Doddridge county, 
incorporated April 16, 1852. 



40 ' HiSTOBY OF Education. 

54. The Morgan Academy, at Berkeley Springs, in Morgan county^ 
incorporated January 10, 1853. 

55. The Logan Institute, at Logan Court House, in Logan county, In- 
corporated February 21, 1853. 

56. The Ashton Academy, at Mercer's Bottom, in Mason county, in- 
corporated January 7, 1856. 

57. The Point Pleasant Academy, at Point Pleasant, in Masoa 
■county, incorporated February 26, 1856. 

58. The Polytechnic College, at Aracoma, in Logan county, incor- 
porated February 28, 1856. 

59. The Fairmont Male and Female Seminary, at Fairmont, in Mar- 
ion county, incorporated March 12, 1856. 

60. The Harper's Ferry Female Institute, at Harper's Ferry, in Jeffer- 
son county, incorporated March 18, 1856. 

61. The Woodburn Female Seminary, at Morgantown, in Monon- 
galia county, incorporated January 4, 1858. 

62. The Lewisburg Female Institute, at Lewisburg, in Greenbrier 
county, incorporated April 7, 1858. 

63. The Levelton Male and Female College, at Hillsboro, in Pocahon- 
tas county, incorporated February 27, 1860. 

64. The Union College, at Union, in Monroe county, incorporated' 
March 28, 1860. 

65. The Parkersburg Classical and Scientific Institute, at Parkers- 
burg, in Wood county, incorporated March 18, 1861. 

OBSERVATIONS 

West Virginia was, indeed, a land of academies. A few of thesa 
named did but little or no work, but nearly all of them were as beacon 
lights of education set among the hills and valleys of the State. Shep- 
herdstown Academy did nearly a hundred years of educational work. 
Randolph Academy was the first institution of learning established west 
of the Allegheny mountains; it had among its first board of twenty- 
eight trustees Edmund Randolph, Benjamin Harrison, George Mason 
and Patrick Henry, and as part of its revenues it received one-eighth of 
the surveyor's fees of the counties of Harrison, Monongalia, Ohio and 
Randolph, which sums had been paid formerly to the support of the col- 
lege of William and Mary. The act declared that the school was estab- 
lished for the benefit of the people of these four counties, which then em- 
braced all of what is now West Virginia north of the Little Kanawha 
river. George Gowers, a graduate of Oxford, England, was its first prin- 
cipal, and for twenty years he taught Latin, Greek, Hebrew, and the 
sciences within its walls. Its work extended over more than fifty years 
and among its teachers in 1830-40 was Francis H. Pierpont, afterward 
Governor of Virginia under the Reorganized Government. Charles Town 
Academy was long a center of learning and prepared young men to enter 
William and Mary College and other institutions of high order. Brooke 
Academy began its work in 1778 — twenty-two years before the date of its- 
incorporation — and was the earliest institution of learning on the Ohia 
river south of Pittsburg. In 1843, it had a president, four members in its- 





Scnooi. Hoisics of Fokmkr Years. But i.\ Many of These Loci Brir.Dixcs 
Good Work Was Done. 



West Virginia. 41 

faculty, and a hundred sUidonls. After a successful career of more than 
half a century it was merged, in 1852, Into Meade Collegiate Institute. 
The Mount Carmel School, after doing forty-eight years work, lost its 
building by fire and was then removed to another locality. The IJnsly 
Academy was opened in 1808 -four years before the date of its incorpora- 
tion. It was a noted center of education and culture for more than llfty 
years and from its halls went forth many legislators, great debaters, 
scientists and soldiers who made lasting names. The Lancasterlan 
Academy was the beginning of the Linsly Institute at Wheeling, still a 
flourishing Institution of learning after a successful career of almost a 
hundred years. The Monongalia Academy was for many years the most 
flourishing institution of learning on the banks of the Monongahcila 
river and, in 18G7, its i)roi)erty, including that of Woodburn Seminary, 
the whole valued at ^fjl.OOO, was donatcid to the State by the people of 
Morgantown in consideration of the location of the University at that 
place. Mercer Academy did more than all things else to mold the educa- 
tional sentiment of the Gi-eat Kanawha Valley nearly a century ago, and 
forty-six years of successful work is to be placed to its credit. Its prop- 
erty passed to the IJoard of Education under the Kree School System, and 
one of the present school biuldings of Chailestoii bears the name of Mfsrcer 
in commemoration of the old academy. In the Martinsburg (Jazclte of 
January 10, 1812, Obed White, and David Hunter, trustees, advertised the 
Martinsburg Academy as a school of very high order. John B. Hoge 
was the instructor in Greek and Latin and the tuition was $20.00 per 
annum. The Ilomney Classical Institute exerted a great influence upon 
the educational work of the South Branch Valley for nearly sixty years 
and its property — a valuable one. — was, in 1870, donated to the State 
of West Virginia in consideration of the location of the Schools for the 
Deaf and the Blind at Romney. The course of study in the Red Sul- 
phur Seminary embraced the ancient languages and mathematics and 
with William Burk as principal and James MaCauley, assistant, the in- 
stitution did many years of excellent work. The Seymour Academy was 
long the pride of Mooiefield and the IJF)per South Branch Vallcjy. The 
West Liberty Academy began its work in 18:57; lost its building by Are 
in 1840, but was rebuilt and made the old town famous for many 
years. In 1870, it was sold to the State of West Virginia for $0,000 and 
became the nucleus of the Branch of the State Normal School. Marshall 
Academy was for a quarter of a century the most famous institution of 
learning in Western Virginia. Soon after it was opened, two boys — 
students — climbed high up among the branches of an old beech tree In 
the yard and carved their names in its smooth bark; one of them was 
afterward the first adjutant-general of West Virginia and long a judge 
of her courts; the other became a judge of the court of appeals of 
Louisiana. In 1850, the Academy was changed into Marshall College, 
and in 18C7, the Cabell county authorities gave Its property worth 
$10,000 to West Virginia, thus securing the location of the State Normal 
School at that place. Rector College, a Baptist institution at Pruntytown, 
had its beginning in the Western Virginia Educational Society of that 
place, which was incorporated March 28, 18:58. in 1849, the Assembly 



42 History of Education. 

provided that scholarships might be established in this institution, which, 
in 1850, had three professors in its faculty, fifty students, and a library of 
two thousand, five hundred volumes. Bethany College, whose history 
Is forever associated with the name of Alexander Campbell, the illustri- 
ous founder of the Church of the Disciples of Christ, is the oldest among 
forty or fifty institutions of learning of that denomination. Under the 
name of Buffalo Academy, it did eighteen years of work before being 
erected Into a College. So that eighty years is the measure of its use- 
fulness in education in West Virginia. By an act of Assembly in 1849, 
It was provided that scholarships might be created in this institution. 
The Little Levels Academy accomplished eighteen years of work among 
the mountains and in the valleys of Pocahontas county, and then its 
property was transferred to the Board of Education under the Free 
School System. The Preston Academy began its work under the adminis- 
tration of Doctor Alexander Martin, who was afterward the first presi- 
dent of the West Virginia University, and it was long a power for good. 
The Northwestern Virginia Academy at Clarksburg, a Methodist institu- 
tion, had for Its first principal the distinguished Gordon Battelle, whose 
successor was Doctor Martin, who came from Kingwood for the purpose; 
and he in turn was succeeded by Doctor William Ryland White, who had 
served twelve years when he was elected first State Superintendent of 
Free Schools of West Virginia. The Academy building was erected in 

1842, and the school at once took a high rank. In 1849, the General 
Assembly provided that scholarships might be established therein. In 

1843, Henry Howe, the historian, found a flourishing academy at Holli- 
day's Cove, in Brooke county. The Male and Female Academy at Buck- 
hannon did much to create the splendid educational sentiment which 
for a half a century has prevailed in that locality, and to a greater extent 
now than ever before. The Potomac Seminary — now the Potomac Acad- 
emy — still continues its good work begun at Romney fifty-seven years 
ago. The Lewis county Seminai'y was so successful that after ten years 
its name was changed and it was by act of Assembly erected into Weston 
College. The Wheeling Female Seminary was long under the manage- 
ment of Mrs. S. B. Thompson and was very successful. In 1855, it was 
occupying its own building erected at a cost of $20,000. In addition to the 
regular a(!ademic course, full instruction was given in music, drawing, 
and modern languages; the faculty then consisted of seven accomplished 
teachers. Thro\ighout all the years since then the institution has been 
fulfilling its mission and the citizens of Wheeling are proud of it today. 
Buffalo Academy made an excellent record in the Great Kanawha Valley 
as a school of high grade, and then its property was sold to the board 
of education under the Free School System. The Meade Collegiate In- 
stitute was removed fiom Parkersburg to Wellsburg where it became the 
successor of Brooke Academy and did good work. The Academy of the 
Visitation began its work at the corner of Eol'f and Fourteenth Streets in 
Wheeling, in 1848, and there continued until 1865, when it was removed 
to Mount De Chantal, an eminence in Pleasant Valley two miles east of 
Wheeling, where for about forty years it has continued to train its 
students for the highest duties of life. Fifty-five years spans its period 



West Virginia. 43 

of work. The Fairmont Academy and the Fairmont Male and Female 
Seminary did thorough work and paved the way for the location of the 
Branch of the State Normal School at that place. The Lewisburg Female 
Institute has, for forty-five years, been earning the splendid reputation 
•and large patronage it now enjoys. West Tjnion Academy did eight years 
work and the property was then sold by its board of trustees. The South 
Branch Academical Institute, the Morgan Academy, the Point Pleasant 
Academy and others had accomplished successful work and were still 
engaged in it in 1860. 

These academies, seminaries, and colleges had resulted in great good 
and had done much to create an interest in secondary and higher educa- 
tion. Many hundreds of young men had gone forth from them in quest 
of that learning that was to fit them for the highest callings in life. 
From the Eastern Pan-Handle and the Greenbrier Region some went to 
the University of Virginia at Charlottesville, or Washington College at 
Lexington. From the northern part of the State some went to Uniontown 
College, or Washington College, Pennsylvania. While from the Great 
Kanawha Valley and the counties lying along the Ohio river, others went 
to the Ohio University at Athens. 

Such, in brief, is the story of early educational work in West Vir- 
ginia; and such with the Old Field Schools in vogue and her many 
splendid academies, were her educational facilities in 1860. In 1848, 
John G. Jacob, then among the foremost literary men of Western Vir- 
ginia, when writing of educational matters, said: Under the General 
Law of Virginia, which makes quite liberal provision for Common school 
education, though clogged with provisions which render it distasteful to 
the class it is intended to benefit, the facilities for acquiring a com- 
mon school education are good, and where there is a disposition, there is 
abundant opportunity. West Virginia people had made the most of 
their opportunities, but they anxiously sought something better than 
they had known, and this was near at hand." 

A NEW ERA IN EDUCATIONAL WORK IN VIRGINIA — FIRST FREE SCHOOLS IN WEST 

VIRGINIA 

If we would Itarn of the origin of popular education in West Virginia 
we must return to the year 1846, which marks an era in the annals of 
Virginia. We have seen how the Aldermanic School Law was amended 
that year and the operation of the Common Primary School System 
changed. Almost from the foundation of the Commonwealth there had 
been in it many men who were advocates of a Free School System. 
Prominent among these were John Burk, the historian, Thomas Jeffer- 
son, Joseph Martin and James McDowell. The number increased as the 
years went by and the school men were hoping for something better in 
education than the Commonwealth had yet known. 

Prompted by this desire, a large number of them assembled in Rich- 
mond in December, 1845, for the purpose of discussing the bringing before 
the Assembly a bill providing for a Free School System. Governor James 
McDowell voiced the sentiment of this Convention and in an eloquent ad- 
dress before it, he, after describing existing conditions, said: "We trust 



44 History of Education. 

that we shall soon be delivered from this dominion of darkness, that we- 
shall never be contented until every child can read and write, and every 
darkened understanding be illumined with the benign influence of educa- 
tion." 

An Act for the Establishment of a District Public School System,^ 
Under this title these people had a bill prepared and it was enacted into a 
law March 5, 184C. It provided that upon the petition of one-third of the 
qualified voters of the county to the court thereof, that body should submit 
to the voters thereof, the question of a "District Public School System"; 
and if it appeared that two-thirds of the votes cast at such an election 
favored such a system, it should be adopted. Its principal provisions were: 
That the school commissioners in office in any county at the time of its 
adoption, should divide the county into precincts, each containing as many 
school districts as might be thought convenient; that each school district 
should contain a sufficient number of children to make up a school; that 
In each precinct there should be annually elected a school commissioner; 
and that the commissioners thus chosen in the several precincts should be 
a body corporate under the name of the Board of School Commissioners for 
the county; that it should appoint a clerk whose salary should not exceed 
one hundred dollars per annum; that in each school district three trustees 
should be appointed, who should purchase a site, erect a good and suffi- 
cient schoolhouse, furnish the school with proper fixtures, books, appa- 
ratus and fuel, and keep the house and enclosure in good repair; that they 
should then employ a teacher for the school and have power to remove him 
for good cause; that no teacher should be employed by them whose qualifi- 
cations for teaching and whose moral character had not been examined and 
approved by the school commissioners or by some person or persons 
deputed by them for that purpose, and a certificate to that effect presented 
to the trustees. They, or one of them, were to visit the school once in every 
month, and examine the scholars and address the pupils if they saw fit and 
exhort them to prosecute their studies diligently. They might suspend or 
expel all pupils who were found guilty of grossly reprehensible conduct, 
or incorrigibly bad habits. Annually they were to make a report to the 
Board of Commissioners of the condition, operation, and expense of the 
school. It was further provided that the expense of purchasing a site, 
of building, renting, or leasing and repairing the schoolhouses of the 
several districts and furnishing them with necessary seats, desks, fixtures 
and books, and the salaries of teachers was to be defrayed by the inhabi- 
tants of the county by a uniform rate of taxation to be collected as other 
taxes are collected. To this fund was to be added the quota of the county 
due from the Literary Fund. All children over six years of age were 
entitled to attend these schools free of charge — a free school system. 

AN ACT TO ESTABLISH DISTRICT I'RKE SCHOOLS IN SEVERAL OF THE COUNTIES 

The fatal defect of the District Free School System just mentioned, 
was that it required a petition signed by one-third of the voters of the 
county before the question of its adoption could be submitted, and a two- 
thirds vote to adopt it. Free School men in the Legislature saw this and 



West Virginia. 45 

on the 25th of February, 1846, secured the passage of a special act which 
prescribed a system of free schools to be optional for sixteen counties of the 
State, among them being the West Virginia counties of Brooke, Jefferson 
and Kanawha. Elections were to be held on Thursday, April 23, 1846, or, 
if there was not sufficient time for this, an election might be held on April 
22, 1847. "Do you vote for the Free School or against it?" This was the 
question asked the voter. It required a two-thirds vote to adopt it. This 
act embodied many of the provisions of the General Law noticed last 
above. The Board of Commission :>rs organized by electing a president and 
secretary, the latter of whom r- ceived twenty-five dollars per annum. 
Schoolhouses were to be erected; seats, desks, and books supplied, teachers 
employed, and in the schools provided were to be thoroughly taught read- 
ing, writing, arithmetic, English grammar and geography, and whenever it 
was practicable, history, especially of Virginia and the United States, and 
the elements of physical science, and such other and higher branches as the 
school commissioners might direct. All white children, male and female, 
between the ages of five and twenty-one years, resident within the districts, 
were entitled to receive instructions at these schools free of charge. The 
total expense of these county schools was to be defrayed as follows: First. 
By the quota of the county from the Literary Fund. Second. Interest on 
the Glebe Land Fund, if any. Third. By fines and forfeitures. Fourth. 
By donations, bequests, and devises. Fifth, By assessment upon the same 
subjects of taxation from which the revenue of the State was raised. 

Such was the special Free School System offered by the State of Vir- 
ginia to West Virginia counties in 1846. The three of these named in the 
act — Brooke, Jefferson, and Kanawha — each voted upon the question of 
adoption in 1847. The first rejected it while both the others adopted it. 
Various other counties west of the mountains, within the next few years, 
voted upon the adoption of the General Free School Law, or the special act 
embracing its chief provisions. Marshall county rejected one of these in 
1854; Hancock took similar action the next year; then Cabell and Wayne 
voted a proposition to adopt a system prescribed for Patrick county. Thus 
it was that in 1860 but three counties west of the mountains — that is in 
West Virginia — had free schools. 

A WEST VIRGINIA FREE SCHOOL SYSTEM 

West Virginia was admitted into the Union June 20, 1863. With the 
rise of the New State came a Free School System such as the school men 
within its limits had longed to see. 

The first step leading to the inauguration of this system was taken 
on the 27th day of November, 1861, when Honorable John Hall, of Mason 
county. President of the first State Constitutional Convention, sitting at 
Wheeling, named a committee on education consisting of Gordon Battelle, 
of Ohio county; William E. Stevenson, of Wood county; Robert Hager, of 
Boone county; Thomas Trainer, of Marshall county; James W. Parsons, of 
Tucker county; William Walker, of Wyoming county, and George Sheetz, 
of Hampshire county. Gordon Battelle, chairman of the committee, was a 
Methodist minister who had been principal of the old Northwestern 



'IG llisroitY OK IOduoation. 

Aca(l(uriy al. (!larkKl)iii'K for I wclvf- years, and ori<' of his associates, William 
E. Sl,ov(!Tison, was !iri.(!rwar(l sisccjrul j^overnor of the State. Th(!SO Kt-'ntlo- 
mon went to work erioPKetlcally and the; (tominiltoe made Its i)r(;limlnary 
rei)ort on W(((in<!S(lay, .lariii.-iry 'LI, I8(J2, and a most interestinf? document 
It was. 'J'lie amended and (Iriiil report was made Fcibruary 4, ensuing. 
Th(!S«!i I wo repoils coiihiiiicd ;iliiiost every |»rovision Itial, was afterward in- 
corjioratcd Into llie (ieneuil School h;iw of Ihe Stiile and from thorn were 
taken the sections rchiliiiK lo e(|iic;i.lioii which wcm'o Inserted in the first 
(^onslltutlon as framed at that tlmoi. The cliief of these i)ioviKions were 
(hose iirovldhiK for an "Invested or Irr(!ducll>le School Fund"; for "the 
<iStjihllshmeiil. imd .support of a. thorouKh and (!frK;l(!nt system of Free 
Schools;" lor "the el(;ctiou of a (^(ineral Supcilntendent of Free Schools; 
for a "county superintendent of each county"; and for the election of such 
other offlcers as should be necessary to render the system effective." Thus 
was a public school system fixed firmly In the organic law of the State. 

Th(! (Jonstltutlon was ratified, and on the 20th of June, 18(;.'!, the state- 
1h)0(| of W<'hI VirKinla he^an. On that day the first Ix'KiHlaturt! of West 
Virginia asscimhled, and on Wednesday, .June 24th, — four days later — Hon. 
Joliii M. l'hel|)H, another Mason county man, who had been elected Presl- 
denl of the Senate, then silliiiK in Ihe Ljnsiy liistitute at Wheeling-, 
ai)i)oint(ul a 8ena(«! Commit ((!e on IOduc;i,lion conslHtinK of .John II. Atkin- 
son, of Ha,n(!Ock county; Thomas K. lVI(('.'mn, of flrecinbrier county; ,Tohn 
n. Howen, of Wayne county; (Miester I). Ilubljard, of Ohio county, and 
Willintn F. SI<!V(!nson. of Wood county. At the same time, Splcer Patrick, of 
Kanawha county, Hi)eaker of the llous<! of I)(degates, appointed a House 
Committee on Education composiMl of A. F. lloss, of Ohio county; S. R. 
DawHon, of llltchle (county; tJooiKe C. Bowyer, of Putnam county; Daniel 
Sweeney, of Tyler (county; niid 'I'homas Coi)ley, of Wayne county. The 
joint work of these two commit tees wjis lh<! fii'st school law of the State, 
known as C:ha,pter (-XXXVII of the Acts ol' I8(J:'., i)ass(«l l)(^cemi)ei' 10 of 
thiit year, and entitled "An Ad providing for the FKlablishmenl of a 
System of Free Schools." It was largely IIk^ worl< of Mr. Jioss of the 
House Committee, who w:is himself an elliclent and exi)erleiic(!d tc^acher 
who had seived sixteen ye;ns iis Professor of Ancient LanguaK<'S in 
H((tlui,ny ('ollege, and laier as pi'lncli)!il of West Liberty Academy. Under 
this law our school sys(<!m had Its oi'igln iind first ytiars of developuKUit. 

Tills l;iw provided for (lie I'lecdlon of a State Su|)erlnt('n(lenl of Fi-ee 
Schools by the joint vole of l)ot li br.'incbes of the Legislature and this 
occui-red on the first iliiy of .linie, ISCl, wlien William Uyland While was 
elected for a tcu'm of two years. He took the oath of office* and (>n('ered 
upon the discdiarge of his duties. Thus th(! Vvavi School System of the 
Stale liegan lo be. 

•niK Itldl M NINO OK TIIK HYSTICM 

Superiiileiidenl Wliih' weiil lo vvorii energetically lo put I lie sysleiii 
Into operation and so well did he do Ibis llial be won for himself the tide 
of "The Horace Mann of West Vli'glnia." (kiunly organization, of which 
Die Slat(* Is since Justly proud, was speedily effected. Then lli(> friends of 
ediicali<in saw thai llie ciyiiig ikmmI of the TMiblh- School Sysleiu was a 



Wkst Viroima. 47 

corps of U-ained and educatfid teachers, and llial, the development of the 
"thorough and efficient system of free schools," contemplated by the Con- 
stitution, must wait the establishment of Noririal Schools and higher insti- 
tutions of learning. State Supei'intendent White led in the movement to 
secure these and with his accustomed energy i)ressed the matter upon the 
Legislature. So much in earnest was he that he declared to that body that 
"Zi would he better to suspend the schools of the State for two years and 
donate the entire school revenues for that time to the establishment and 
endowment of a Hlale Norm.al School than to have none at all." Here, as 
in the field of public piimary schools, his efforts were crowned with suc- 
cess, and the year 1807, witnessed jtrovisions made foi' not only one Noi-mal 
School but for three, one of which was at West Liberty, another at Fair- 
mont, and a third at Guyandotte — now Huntington. But this was not the 
only result of the efforts of Superintendent White and other school men in 
this direction, for in 1872, three other Normal Schools were added to the 
list — one at Shepherdstown, a second at Olenville, and a third at Concord — 
now Athens. 

The State Normal School with its five branches thus enumerated has 
wrought a mighty work for West Virginia. All now have splendid build- 
ings with excellent equipment, libraries, and all that is necessary to the 
best and therefore the) most successful work. The State has spent a million 
dollars on these properties. Many hundreds of graduates have gone out 
from them and they have enrolled nearly twenty-five thousand students. 
These trained men and womon, learned as they are, not only in the subjects 
taught but in the best methods and the science of teaching them, as piin- 
cipals of high and graded schools, teachers in the common schools, county 
superintendents, instructors in institutes, lecturers, writers for school 
journals, editors of newspapers, and leaders in educational progress — 
they have become a vast power, a mighty agency, for uplifting and making 
more efficient the whole work of education in West Virginia. Such is the 
result'accomplished by a s])lendld Normal School System — a system that is 
not surpassed by any other of its kind in the Union — one in which an army 
has now been trained, not for war, but to wage the battles of peace, and 
thus, by breaking down the strongholds of ignorance, to win for the State 
victories that lilace her people high up in the intellectual scale. 

The State University, an institution which in a few years has I'iscn to 
a first rank among educational institutions south of Mason and Dixon's 
line, stands at the head of our school system. Midway between it and the 
Primary Schools are the Preparatory Schools, High Schools, and Graded 
Schools, the whole soon to be a completely articulated system. 

A CO.VCLUnrNO obskiivation 

The solicitude of ihc men who organi/.od the State v/as never allayed, 
net even amid the clash of arms and the then uncertainty of the final re- 
sult of the desperate conflict. Their purpose — ^that which was uppermost 
in their minds — was the founding of a commonwealth with free schools 
and universal education whatever might come, posterity must be educated 
for in that alone they saw the hope of the future. The result is our Free 
Schcol Systf^m — the richest treasure of West Virginia. Her good name as. 



48 History of Education. 

well as the continuation of substantial prosperity, is entirely dependent 
upon the initial direction given the minds of the young. Care on the one 
hand, neglect on the other, bring forth responsive fruit to tell in after years 
in the grateful form of public virtue and enlightenment, or in the melan- 
■choly spectacle of public vice and popular ignorance and abasement. The 
wisdom of statesmen is never more wisely directed than when it aims to 
establish the one and guard against the other. Such statesmanship knows 
that it must act always by anticipation; knows that it is dealing with 
functions in a state of constant change and progression; that it is 
moulding and shaping that which though incorporeal and intangible, bears 
direct analogy to that which is corporeal and material, in that it is im- 
pressible to good or evil, retains the shape and form to which it is moulded, 
and. in its material powers, presents the perfection of the wise directing 
hand, or the distortion of wicked neglect. 

That, therefore, which is the chief source of greatest gratification 
to all West Virginians and to those who have come to live among us, is 
the knowledge that for forty years our wisest statesmanship has been con- 
stantly and unerringly directed toward the advancement and promotion 
of every educational interest, and that the intellectual development has 
kept pace with the material development of our State. That, while the pro- 
ductive energy opens up to the commerce of the world our boundless re- 
sources of mine, quarry and forest, which ages of the most active industry 
cannot exhaust, and while the product of factory, of shop, and forge, to- 
gether with our coke and coal, and iron and lumber, are taken up by the 
great arteries of trade and distributed to the marts and ports of the 
civilized world, the educational facilities of our children and our children's 
•children and the full growth of intellectual life among all classes of our 
people, have immeasurably grown and increased since this Great Mountain 
State began her career as a member of the American Union. Those who 
compare it with the unfolding of the mental life of sister commonwealths, 
stand in wonder and astonishment. West Virginia has, indeed, been con- 
verted into a land of free schools, of culture, of refinement, and of a 
home life fitted to adorn the highest type of civilized and enlightened 
commonwealths. 



The Transition Period. 

BY EX-STATE SUPERINTENDENT B. L. BUTCHER 

The year 1880-1 marks the close of an era and the beginning of a 
new one in The Free School history of West Virginia. Prior to that time 
the superintendents and educational authorities mainly addressed them- 
selves to the preparation and perfection of the laws governing the system 
of schools required by the Constitution, including the State Normal 
schools as a necessary and helpful adjunct to the success of the Free 
Schools; and the building of houses and adjusting the great plan to the 
varied conditions of the people of the State. 

Both the Free School System and the Normal Schools had serious 
opposition from various quarters at different times, based upon various 
grounds; and as late as 1877 and 1879 the Legislature had a majority of 





Good-Sized StiiooLS, the First in Lincoln, the Second in Berkeley 

County. 



West Vibginia. 49 

members adverse to the Normal Schools. The final fight upon this sub- 
ject was made in the Legislature of 1881, elected in 1880. 

Prior to this the Superintendents from Dr. White to Dr. Pendleton, 
were men of long experience and mature judgment, and all educated in 
ante-bellum times; from 1880 to the present time all of the superin- 
tendents have been young men, and all educated since the Civil War, 
and therefore mainly in the free schools of the State. 

The revision of the school law of 1881 was the enactment of the beet 
effort of the school men on the questions of providing for the conduct 
of the Free Schools, and the Normal Schools in the education of the pupils 
and teachers of the State at public expense. The frame work of the sys- 
tem, however, was not very different from the original outline of the 
school law enacted in 1865; but, various changes were made, which made 
its work more harmonious and effective. The provision for compulsory 
attendance at teachers' institutes and for Normal Schools, including a spe- 
cial provision for the education of colored teachers, was incorporated into 
the revised school law. 

To this good work and on this strong foundation many new and im- 
portant subjects were, after agitation, adopted from time to time; some 
very promptly and others after much experimenting and many failures. 
Among those that were suggested early in the era, the following may be 
mentioned as having produced important results in educational affairs: 

In the fall of 1881, a circular was issued by the Superintendent of 
schools announcing that West Virginia was entitled to six scholarships 
in the Peabody Normal School at Nashville, Tenn. This school is of 
high grade, and especially adapted to the wants of teachers, but no 
-appointments had been made from West Virginia prior to that time. The 
first were made in the fall of 1881, and the quota of the State has since 
been appointed as fast as vacancies occur. The class of young men and 
women who have taken advantage of this advanced course of training 
has been of a high order, and a large number of them have had marked 
success in their calling as teachers, and none have failed to render a 
good account of themselves. The late Marcus M. Ross, Principal of the 
State Normal School at Fairmont, was the first appointee from the State 
at Nashville. The strong influence of these graduates has had marked 
effect in aiding in the elevation of the standard of the qualifications of 
teachers and a corresponding help to the schools. 

Provision for the education of colored teachers was another one of 
the advanced steps taken under the new era by virtue of an amendment 
introduced by the late Judge James H. Ferguson, in the Legislature of 
1881. Under that provision Storer College at Harper's Ferry, con- 
tracted with the superintendent to provide tuition for eighteen persons 
as candidates for teachers in the colored schools of the State; and, 
this number was largely increased without additional cost to the State at 
the instance of the authorities at the School. This arrangement con- 
tinues to this time, although the State has provided especially for Normal 
and Industrial training schools upon a very liberal scale for the colored 
population, both at Institute, in Kanawha county, and at Bluefield in 
Mercer county, where flourishing schools for higher education of the 



50 HisTOBT OF Bducatiow. [ 

colored people, both academic and industrial, is now in progress. The 
small beginning has grown to groat proportions. 

Another new question that was brought forward about the beginning 
of this new era, to-wit, in 1883, was the establishment of a Reform School. 
It was first mentioned in the State Superintendent's report in January, 
1883; and further urged in his report of 1885, with statistics and other 
data. Bills were introduced in the Legislature of 1885, but not passed 
until 1887, when provision was made to establish the school for boys, 
which has since grown into such favor and importance at Pruntytown, Tay- 
lor county. Several years afterward a Girls' Industrial Home was es- 
tablished at Salem in Harrison county, providing like advantage for 
girls. 

The most marked contrast, perhaps, between the period before 1880, 
and the period following has been the enthusiasm and vastly increased 
expenditure of funds in (he later period, for progress in school work; and, 
the effort to bring all sections of the State forward in educational 
privileges and attainments, at least so far as a fair common school educa- 
tion could be provided. The period before 1881 was largely constructive. 
The men elected 1o oflicc during that period were lawyers and statesmen 
of long and varied experience in public affairs; men advanced in years; 
Dr. White, Judge Lewis, Col. Byrne, Dr. Pendleton. None of these men 
had received any part of their education in or under the influence of 
Free Schools, and could therefore but faintly feel the strength and pulse 
of the great machine for education they had helped to construct and 
superintend for a time. 

The first generation of voters that received their early education from 
the Free Schools began to ripen "in patches" throughout the State in 
1875, and grew in number and extent of territory from that time, so that 
by 1880 the new voters who owed all their early (and in many cases, all) 
schooling to the Free Schools were numerous enough to put forward can- 
didates of both parties for State Superintendent and members of the 
Legislature educated in the same way; and, after Dr. Pendleton, (1877-81), 
all the superintendents have been young men. 

The question of uniform examinations, provisions for which were 
made by the Legislature of 1903, has been another of the urgent questions 
discussed by the superintendents both before and since 1881, showing how 
slowly advancement is made along some lines. 

The history of teachers' examinations in the State has been one of 
vexing variety to the teachers and school officials, but has steadily moved 
forward in the direction of long term certificates for high grade teachers, 
and frequent examination for beginners; and, the uniformity law through- 
out the State, In examination, seems to round out the original conception 
of leading school men on this subject. 

Another question exciting public attt^ntlon and education during the 
period beginning about 1881, and for sometime before, was the admission 
of women as students to the State University. This was finally accom- 
plished in 1885, and has since been growing in favor as the University 
grows in usefulness. 

A more novel yet important educational question was brought forward- 



West Viroinia. 51 

in the spring of 1882, by the official announcement of Arbor Day in the 
public schools of the State by the State Superintendent through the 
newspapers and especially the School Journal, which had been newly 
established in November, 1881. This idea of Arbor Day had been growing 
in the West, and had recently before been adopted by the city schools of 
Cincinnati, Ohio, where the children were taught to plant trees in the 
public parks of that city and name them for great men and favorite 
authors, recite extracts and poems from the writings of these persons 
on the day and at the time of planting the trees. Tn January, 1882, 
Superintendent Butcher visited the Cincinnati schools and learned of 
the success of this movement, and later was encouraged to proclaim it 
in the schools of the State, and issued the first proclamation of a State 
school official in the United States appointing Arbor Day; so it came into 
existence in the spring of 1882, and has since happily been followed by all 
the superintendents by the appointment of a day to be observed in all the 
schools of the State annually. 

A graded course of instruction adapted to country schools was 
recommended by the superintendents and generally discussed in the Insti- 
tutes from 1880 until adopted in 1890, and is regarded as another im- 
portant advance step in primary education, in the new era. 

Perhaps one of the greatest helps in the uplift in education felt 
about the early years of 1880 and following, was, by the aid of the 
Peabody Fund under the general agency of Dr. J. L. M. Curry, the bring- 
ing into the State of leading educators from all parts of the Union to 
conduct institutes and address educational gatherings. Among these may 
be mentioned, Dr. James H. Smart, of Indiana; Dr. E. E. White, Ohio; 
Dr. John B. Peaslee, of Cincinnati, Ohio; Dr. B. G. Northrop, of Connecti- 
cut; Prof. E. V. DeGraff, of New Jersey; Hon. Henry Houck, of Pennsyl- 
vania; Col. Francis W. Parker, of Chicago; Dr. W. H. Payne, of Michigan; 
Dr. A. D. Mayo, of Boston; Dr. M. A. Newell, of Maryland. These were 
aided and assisted by our own leading men, (not teachers), from nearly all 
walks of life — among many may be named Hon. Chas. J. Faulkner, Sr., 
Martinsburg; Hon. A. R. Boutcler, Shepherdstown; Hon. William L. Wil- 
son, Charles Town; Hon. B. F. Martin, Grafton; Hon. T. R. Carskadon, of 
Keyser; Hon. Henry G. Davis, (now) of Elkins; Hon. W. M. O. Dawson, 
of Kingwood; Hon. Thos. H. Dennis, Lewisburg; Dr. Isaiah Bee, of Mercer 
county; Dr. J. E. Reeves, of Wheeling; Hon. William A. Quarrier, Judge 
James H. Ferguson, Hon. E. W. Wilson, of Charleston; Hon. Chas. E. 
Hogg, of Point Pleasant; Prof. A. L. Wade, Morgan town; Hon. Geo. E. 
Price, (now) of Charleston; Hon. P. W. Morris, (now) of Parkersburg; 
Dr. J. M. Hall, of Ritchie county; Hon. Robert McEldowney, of New 
Martinsville; Col. John H. Oley, Huntington; Judge Dan'l. B. Lucas, of 
Charles Town; Col. John A. Robinson, of Keyser; Hon. W. P. Hubbard, of 
Ohio county; Hon. James Morrow, of Fairmont; Judge J. M. McWhorter, 
Charleston, and Hon. Archie Campbell, of Wheeling, and many others who 
are entitled to be named in this roll of honor. 



52 History of Education. 



Later Progress. 

BY M. P. SHAWKEY 

The growth of the public school system in West Virginia is marked 
by a steady progress from the formation of the State to the present time. 
At no time has that progress been spasmodic. When West Virginia first 
became a State she was practically without schools and schoolhouses, 
and consequently the limited resources of the undeveloped State were 
taxed to the extreme in providing even the rudest kind of houses and 
furniture and equipment. Our record shows that during the decade from 
1870 to 1880 the number of schoolhouses in the State was increased 
1444, which is a greater numerical increase than can be shown in any 
decade since. From 1880 to 1890 the increase in the number of houses 
was only 1257, while from 1890 to 1900, notwithstanding the wonderful 
material development of the State, the increase in the number of school- 
nouses fell to 1102. The number of teachers employed makes a similar 
showing. From 1870 to 1880 the number increased 1729, from 1880 to 
1890 the increase was 1357, and from 1890 to 1900 the increase rose again 
to 1576, which, however, is below that of the first decade. 

These figures must not be taken to indicate any slackening in the 
growth of the public school system, their true meaning is that the material 
wants of the system were being satisfied in a measure. In connection with 
these statistics it must be kept in mind that all the while the first rude, log 
structures were and are being constantly replaced with houses of modern 
construction and equipment. Probably the best thing about this whole 
period is the increased growth of the public school sentiment and the 
development of the true ideas of public education. What was really being 
accomplished can best be shown by a different set of statistics gleaned 
from official reports. In 1870 the average daily attendance was 36 per 
cent, of the enumeration, in 1880 it was 44 per cent., in 1890 it was 46 
per cent., while in 1903 it was 50 per cent., which, when it is remembered 
that the enumeration includes all youths between the ages of 6 and 21 
years, whether graduated from the public schools, enrolled in other 
schools or necessarily employed a part of the time, must be regarded as a 
very excellent showing. The rate of levy for school purposes during this 
time has advanced considerably, though necessarily these figures approach 
a limit beyond which an advance is not to be expected. On the other 
hand the amount spent for the public schools in proportion to the school 
population shows a marked increase and is still going on each year. In 
1870 the State spent $2.70 for every boy and girl of school age, while in 
1903 we spent $7.38 per capita, or more than 2i^ times as much. During 
the same period the amount actually spent grew from less than half a 
million dollars ($470,129.43) in 1870 to almost two and a half millions 
($2,393,555.36) in 1903, or nearly six times as much, while the number 
enumerated doubles itself only. 

In the earlier periods all efforts were devoted to securing houses and 
necessary equipments and to establishing the public school idea. Thanks 



West Virginia. 53 

to the workers of those earlier days the foundations were well laid and 
the last decade or two have begun to garner the harvest. At least it 
can be said that the later day workers have found ♦a tillable field, one 
ready to yield more abundantly. 

THE UNIVERSITY AND THE NORMAL SCHOOLS 

The University and normal schools evidence this later and more 
gratifying development. Students no longer leave the State from sheer 
necessity, to get college training. The University has taken rank with 
the best in equipment and in the character of the instruction it offers- 
It is in full sympathy with the public schools and the normal schools, 
and is recognized as the rightful and actual head of the system. It 
furnishes a goal and standard for every school of every grade in the en- 
tire system. The University now fills this splendid mission but without 
disparagement to former and more limited times, it must be said that the 
attainment of that position in the educational plan of the State has been 
of recent years only. 

The evolution or revolution of the normal schools is best shown by a 
referenoe to their course of study as prescribed at present and as set forth 
a few years ago. In 1890 the catalogue of the original normal school pre- 
sented the following course in the academic department, with the ex- 
planation that "the academic course of study shall consist of two years:" 
Junior year, Geography, Arithmetic, English Grammar, Latin Lessons,. 
Reader and Grammar, Physiology. Senior year. Algebra, Geometry, Book- 
keeping, Caesar, Cicero, Virgil, United States History, Greek Lessons, 
Grammar, two books of Xenophon or German. 

Last year the uniform course in the same department prescribed for 
all the normal schools covered five years' work, as follows: 

First year— Arithmetic, Geography, Grammar, United States History, 
Physiology, Bookkeeping. 

Second year — Mental Arithmetic, Advanced Grammar, General His- 
tory, Physical Geography, Algebra, Greek History, Civics, Higher Eng- 
lish, Roman History, Botany. 

Third year — Algebra, Rhetoric, Latin, Zoology, English History, Ge- 
ology, or Astronomy. 

Junior year — ^Geometry, American Literature, Latin or French, Greek 
or German, English Literature, Latin or French, Greek or German, Eng- 
lish Literature, Latin or French, Greek or German. 

Senior year — Physics, Trigonometry, Latin or French, Greek of Ger- 
man, Chemistry, Latin or French, Greek or German, Latin or French, 
Greek or German. 

It should be observed that the above is not the full curriculum of the 
normal school, but a mere outline of the studies pursued in the academic 
department. 

In other respects the normal schools have grown stronger as much as 
is indicated in this course of study. The quality and the quantity of the 
work they are doing have advanced steadily and rapidly. 

Liberal provision has been made for a similar education for colored 
students in the West Virginia Colored Institute at Institute, and the 



54 History of Education. 

Bluefield Colored Institute at Bluefield. These institutions, however, 
are of a little more, general character, giving considerable attention to 
industrial education as well as to the literary and teachers' courses. They 
have already accomplished much good and have demonstrated their im- 
portance and usefulness to the State. 

The preparatory branch of the University at Montgomery, established 
in 1895 and that at Keyser established in 1901 have both been supplied 
with commodious modern buildings, and necessary equipment. They 
serve not only as feeders of the University but as higher grade secondary 
schools for general training. They have already enlisted students in con- 
siderable numbers to whom they are giving thorough and practical train- 
ing. 

It will be seen that the State is now well supplied with educational 
Institutions and that these institutions are at least fairly well supplied 
with necessary equipment. With the material interests being satisfied 
more attention has been given to the less material but not less consequen- 
tial interests. Higher standards, better salaries, longer terms, improved 
architecture, more thorough and systematic supervision, systematic grad- 
ing, practical and professional institute work, advanced school legislation, 
art collections, libraries and reading circles are some of the subjects that 
show best the real progress of the past decade. Longer terms and better 
salaries have come naturally with increased revenues, but recently there 
has been such positive sentiment and effort by our educational leaders 
generally as to insure practical results along these two lines, and while 
the subject of architecture has had attention by State Superintendents 
from the time of Dr. White down to the present, the days of the log 
Bchoolhouse furnished small chance for its development and it is but 
recently that our cities have made great advances and our rural dis- 
tricts shown a general interest in the subject. The new high schools at 
Charleston, Huntington and Parkersburg, Mannington, New Martinsville 
and Sistersville, the district high schools in Fayette, Marion and Harri- 
son counties, stand a pride to their destricts and models of modern 
schoolhouse architecture. Our county institutes are reaching the plane of 
professional discussion and instruction, rather than that of brief drill 
in the elementary branches, and the district institutes, recognized by 
statute since 1901, have begun to be practical and effective agencies, carry- 
ing the work to the very doors of the patrons of the schools. In recent 
legislation the statute increasing the pay of county superintendents, the 
relationship limitation law for teachers, the optional free text-book law, 
the compulsory attendance law and the uniform examination law mark 
distinct advances and have had already great influence upon the results 
being accomplished by the public schools of the State. While the latter 
two especially have had determined opposition to overcome, yet they have 
already vindicated themselves and their repeal is at present scarcely 
thought of anywhere. They have necessarily entailed some hardships, 
but the good to be accomplished far outweighs the sacrifices, and it is safe 
to say that the people of the State will demand their complete application 
rather than their repeal. 



West Virginia. 55 

the state teachers' beading circle 

But nowhere in the whole realm of recent attainment and progress 
Is to be found better results than are shown in the work of the State 
Reading Circle and in the movement for school libraries. For several 
years the subject of a teachers' reading circle has claimed the attention of 
State superintendents and other educators, but not until 1901 was any- 
material progress made along that line. Superintendent Miller took up 
the work with renewed energy and emphasized it on every occasion and 
after considerable effort succeeded in getting the work started on some- 
thing of a general scale. Up to that time a score or two of the prescribed 
books was all that dealers disposed of in the State. In 1902-03, however, 
reports from various sources showed that several hundred teachers had 
taken up the work. Then the uniform examination system came on 
furnishing an additional stimulus for teachers to take up the work and 
careful estimates for the present year indicate that at least two thousand 
teachers are reading the course prescribed by the State Superintendent. 
That the effect will appear at once in the general quality of work done 
.by the teachers of the State cannot be doubted. 

SCHOOL LIBRARIES 

In the matter of school libraries an equally good showing has been 
made. The question had been previously agitated and with some good 
results, but in 1900 Supt. J. R. Trotter designated the 7th of December as 
"Library Day," to be observed by all the schools of the State. The celebra- 
tion of library day was a success and many books were added to the 
libraries already in existence and many new libraries established. The ob- 
servance of the day has been continued each year since with the most grati- 
fying results. A glance at the records shows how rapidly the advance has 
been made and especially during later years. The first report on the total 
number of volumes in the school libraries was made by Superintendent 
Pendleton in 1877, according to whose statement there was then a total of 
725 volumes in the school libraries. In 1880 this number had grown to 
S86. The increase continued slow for a number of years. In 1885 the num- 
ber had grown to 2335,' in 1890 to 5675, in 1895 to 7132, in 1900 to 17,169 
and in 1903 to 38,189. The phenomenal increase of 122 per cent, in the 
number of books in the past three years shows how thoroughly awakened 
the State is upon this important subject, but what the movement will ac- 
complish yet, ere its force is spent, remains to be seen and the future ages 
alone can. measure the influence of this phase of the excellent work being 
accomplished by hosts of our public school workers, but there is no record 
in which the State may more justly feel a reasonable pride than in this 
unparalleled growth in her public school libraries. 

OTHER GOOD WORK 

The aroused sentiment shown in the phenomenal growth of our public 
school libraries manifests itself also in two or three other particulars to 
omit mention of which would be injustice to the showing which the State 
is now able to make. While definite statistics are not available, the 
reports from various sources show a wonderful increase in the number 



56 History of Education. 

of teachers taking special training, and in the amount of educational 
literature made use of by teachers, in the number of teachers who go 
to expense to attend educational meetings, and who are willing to spend 
their money to provide themselves with books, apparatus and devices. 
The school boards of a number of districts are also supplying them- 
selves with literature and making a study of teachers, sanitation and 
architecture. District high schools are multiplying. A few districts have 
also taken advantage of the recent optional law and provided free books 
for their pupils. The general demand for improvement is more gratifying 
than at any time previous in our history. Both teachers and boards show 
a readiness to take up advanced ideas. The request for a celebration of Li- 
brary Day has met with a hearty response and added hundreds of libraries 
and thousands of volumes to the schools of the State, while the Arbor 
Day proclamation of the State Superintendent is meeting with a similarly 
hearty response and equally valuable results have begun to appear. In 
a number of instances boards of education have undertaken to try the 
merits of consolidation and transportation, even without waiting for ex- 
press authority and county superintendents have not hesitated to under- 
take many plans for the good of the schools not required of them and to 
give of their time far beyond what they are paid for, all of which indicates 
a most wholesome school sentiment and a condition of public opinion 
worth more in the true results of the work than any amount of mere 
tangible property however great. The State is alive educationally as she 
is commercially. 




Damel B(^aki).ma.\ Purinto.n. Pii. D., ]A.. D., Pkksidext West 
viroixia uxiveksity. 



STATE INSTITUTIONS. 



West Virginia University, 

BY WAITMAN BARBE, LITT. D. 

From 1814 to 1907 is a period of ninety-three years. For that length 
of time the institution now known as "West Virginia University has had 
an existence, first as Monongalia Academy, later as the West Virginia 
Agricultural College, and since 18G8 under its present name. As Monon- 
galia Academy it gained a wide reputation under the principalship of 
the Rev. J. R. Moore, and attracted students from several states. In 
1850 the trustees voted to expand the Academy into a College, but the 
change was not actually made until 1867, when the trustees turned over 
to the State of West Virginia the property of the Academy, and it was 
merged into the Agricultural College, the name of which was later 
changed to West Virginia University. 

Since the State took charge of the institution in 1867 and made a 
University of it, it has had the following Presidents: Alexander Martin, 
D. D., LL. D., 1867-76; John Work Scott, D. D., LL. D., (Acting President), 
1876-1877; John Rhey Thompson, A. M., 1877-1881; Daniel Boardman 
Purinton, A. M., (Acting President), 1881-2; William Lyne Wilson, LL. D., 
1882-3; Robert Carter Berkeley, M. A., (Chairman of Faculty), 1883-5; 
Eli Marsh Turner, LL. D., 1885,1893; Powell Benton Reynolds, A. M., 
D. D., (Acting President), 1893-1895; James Lincoln Goodknight, D. D., 
1895-1897; Jerome Hall Raymond, Ph. D., 1897-1901; Daniel Boardman 
Purinton, Ph. D., LL. D., since 1901. 

The present list of officers of instruction and administration is as 
follows: 

Daniel Boardman Purinton, Ph. D., LL. D., President and Professor of 
Philosophy. 

Powell Benton Reynolds, D. D., Chaplain, and Pi'ofessor of Economics 
and Sociology. 

Waitman Barbe, A. M., Litt. D., Assistant to the President, Associate 
Professor of the English Language and Literature and Field Agent. 

St. George Tucker Brooke, LL. D., Professor of Common and Statute 
Law. 

William P. Willey, A. M., Professor of Equity Jurisprudence and Com- 
mercial Law. 

Alexander Reid Whitehill, Ph. D., Professor of Chemistry. 

Samuel B. Brown, A. M., Professor of Geology and Mineralogy. 

James Scott Stewart, M. S., Professor of Mathematics. 

Robert William Douthat, Ph. D., Professor of the Latin Language 
and Literature. 

Bert Holmes Hite, M. S., Professor of Agricultural Chemistry, Vice 
Director and Chemist of the West Virginia Agricultural Experiment Sta- 
tion. 



58 History of Education. 

Thomas Edward Hodges, A. M., Professor of Physics. 

Thomas Clark Atkeson, Ph. D., Dean of the College of Agriculture, 
and Professor of Agriculture. 

Charles Edgar Hogg, Dean of the College of Law. 

Frederick Lincoln Emory, B. S., M. M. E., M. E., Professor of Mechan- 
ics and Applied Mathematics, and Superintendent of Buildings and 
Orounds. 

Alfred Jarrett Hare, A. M., Professor of the Latin Language and 
Literature, and Principal of the Preparatory School. 

Charles Henry Patterson, A. M., Professor of Rhetoric. 

Frederick Wilson Truscott, Ph. D., Professor of Germanic Languages 
and Literatures. 

John Black Johnston, Ph. D., Professor of Zoology. 

james Madison Burns, Major U. S. Army, Professor of Military 
Science and Tactics, and Commandant of Cadets. 

Robert Allen Armstrong, A. M., Professor of the English Language 
and Literature, and Head of the Department of English. 

Henry Sherwood Green, LL. D., Professor of the Greek Language and 
Literature. 

Clement Ross Jones, M. M. E., Professor of Mechanical Engineering. 

Anthony Wencel Chez, Director of Physical Training. 

Will Hazen Boughton, C. E., Professor of Civil Engineering. 

Russell Love Morris. C. E., Professor of Civil and Mining Engineering. 

Jasper Newton Deahl, A. M., Ph. D., Professor of Education. 

John Lewis Sheldon, Ph. D., Professor of Bacteriology and Bacterlolo- 
j;ist of the West Virginia Agricultural Experiment Station. 

Susan Maxwell Moore, Dean of Women and Instructor on the Piano. 

James Morton Callahan, Ph. D., Professor of History and Political 
Science. 

Frederick Lawrence Kortright, D. Sc, Professor of Chemistry. 

John Nathan Simpson, M. D., Professor of Anatomy and Physiology 
and Head of the Medical Department. 

John Harrington Cox, A. M., Professor of English Philology. 

Walter Lynwood Fleming, A. M., Ph. D., Professor of History. 

William Jackson Leonard, Associate Professor of Fine Arts. 

C. Edmund Neil, A. B., Associate Professor of Elocution and Oratory. 

Dennis Martin Willis, LL. B.. Instructor in Bookkeeping and Com- 
mercial Practice, and Principal of the Commercial School. 

Eva Emma Hubbard, Instructor in Drawing and Painting. 

Edwin Fayette Church, B. S., Assistant Professor of Mechanical 
Engineering. 

George Perry Grimsley, A. M., Ph. D., Lecturer in Geology. 

Alexander Stewart Thompson, Instructor in Voice. 

James A. Waugh, V. S., Instructor in Veterinary Science. 

William Michael Baumgartner, A. B., Instructor in German, 

William Elmore Dickinson, A. B., M. E., Instructor in Electrical En- 
gineering. 

Louise Ferris Chez, Director of Physical Training for Women. 



West Virginia. 59 

Ross Spence, Director of the School of Music and Instructor on 
Stringed Instruments. 

Grace Martin Snee, B. M., Instructor on Piano and Pipe Organ. 

Justin F. Grant, M. D.. Instructor in Anatomy. 

Ward J. MacNeal, M. D., Ph. D., Assistant in Bacteriology. 

Charles Collier Holden, A. B., Assistant Professor of Romance 
^Languages. 

Rudolf Wertime, Instructor on the Piano. 

Madison Stathers, Ph. D., Instructor in Romance Languages. 

Walton Kirk Brainerd, B. S., Instructor in Dairying. 

Thomas Carskadon Johnson, B. S. Agr., A. M., Instructor In Botany 
and Assistant Horticulturist. 

Simeon Conant Smith, A. M., Assistant in Rhetoric and Elocution. 

Bertha Browning Purinton, A. M., Assistant in the Preparatory 
School. 

David Dale Johnson, A. M., Assistant in English. 

Mabel Constance Foster, Assistant in Harmony, Theory, Musical His- 
tory, Sight Reading and Ear Training, and Assistant on the Piano. 

A. W. Smith, Ph. D., Instructor in Physics. 

Drusilla Victoria Johnson, A. M., Assistant in Greek and Mathematics. 

Rufus A. West, Assistant in Metal Working and Stationary Engineer. 

Thomas Howard Gather, Foreman of the Machine Shop. 

J. B. Grumbein, Foreman of Wood Shop. 

Wm. A. Mestrezat, Assistant on Wind Istruments. 

James Edgar Larew, Assistant in Physics. 

Pauline Wiggin Leonard, A. M. Librarian. 

Jessie G. Cone, Assistant Librarian. 

Margaret C. Smith, Assistant Librarian. 

Lillian Smith, Assistant Librarian. 

Katherine Clifton Hedrick, Assistant in Law Library. 

James H. Stewart, A. M. Director of Agricultural Experiment Station. 

William Earl Rumsey, B. S., Agr., Entomologist in charge. 

Horace Atwood, M. S. Agr., Assistant Agriculturist. 

Carl Schurz Forhara, Assistant Chemist. 

Frank Batson Kunst, Assistant Chemist. 

Frederick E. Brooks, Special Agent. 

W. J. White, Auditor. 

Martha A. Stewart, Station Librarian. 

The University organization includes the following Schools and Col- 
leges: I. The College of Arts and Sciences; II. The College of Engineer- 
ing and Mechanic Arts; III. The College of Agriculture; IV. The College 
of Law; V. The College of Medicine; VL The School of Music; VII. The 
Commei'cial School; VIII. The Preparatory Schools; IX. The School of 
Fine Arts; X. The School of Military Science and Tactics; XI. The Sum- 
mer School. XII. The College of Veterinary Science; XIII. The Agri- 
cultural Experiment Station. 

The funds for maintaining the University are derived from the in- 
terest on the original land grant of the United States Government; the 
Morrill Fund; the Hatch Fund; the Adams Fund; biennial Legislative 



CO History of Education. 

appropriations; fees and tuition, and gifts from friends of the University.. 

The University campus includes about fifty acres, and has on it the- 
following buildings: University Hall, Martin Hall, Science Hall, En- 
gineering Hall, Commencement Hall, Woman's Hall, The Library, The 
Armory, The Agricultural Experiment Station, The President's House, 
and Fife Cottage. All of these, except Woman's Hall and Fife Cottage, 
are of brick or stone. The Experiment Station maintains a farm of one 
hundred acres about a mile from the University, on which there are the 
usual farm buildings. Three of the college fraternities own chapter 
houses in various parts of the town, and Episcopal Hall, founded by 
Bishop Peterkin, of the West Virginia Diocese of the Protestant Episcopal 
Church, was especially established as a hall or dormitory for University 
students. The Library and the Armory are particularly handsome build- 
ings, the Library being one of the handsomest University Library build- 
ings in the country. 

The campus is very uneven but very picturesque and beautiful. The 
oldest group of buildings includes Martin Hall, Woodburn Hall, and 
Science Hall, occupying a promontory overlooking the Monongahela River, 
a site which for natural beauty can hardly be surpassed on any college 
campus in America. 

For many years after Monongalia Academy was converted into the 
institution with the larger name, its student body was not very large in 
numbers, and It went through the usual experiences of the early years of 
most State universities. It had to outgrow political influences, and to 
establish itself in the confidence and affections of the people. But during 
that period, as in all of its history, many noble and scholarly men were 
connected with its faculty and the quality of work done has always been 
of high grade. Up to nine or ten years ago the number of students en- 
rolled during the year had never reached 300; now the enrollment is 1200- 
and the patronage comes not only from every county in West "Virginia, 
but from many other States, and a half-dozen foreign countries. 

During the past few years the material equipment of the University 
has been greatly enlarged through the erection of Engineering Hall, the 
Armory, the Library, and the addition of much new and thoroughly modern 
apparatus to all of the laboratories. In 1903 arrangements were con- 
cluded with the Baltimore College of Physicians and Surgeons for the 
affiliation of that institution with West Virginia University. The first two 
years' work of the medical course may be done either in Morgantown or in 
Baltimore, and the clinical work of the third and fourth years is done in 
Baltimore. Medical Students go from their work in Morgantown to Balti- 
more without further examination. Students who take the first two years' 
work of the medical course in Morgantown will, upon the completion of 
the course, receive their diplomas from the College of Physicians and Sur- 
geons, but the degree will also be conferred at Morgantown, and the stu- 
dents will be considered alumni of West Virginia University. 

After passing through an experimental state, the Summer School has 
been permanently established as a part of the University. It lasts for 
six weeks, and in addition to the regular members of the University 
faculty who offer courses, there are always a number of instructors en- 



West Vibginia. 61 

gaged from other institutions, and the Summer School is now equal to 
the very best in the United States. 

There has recently been published a history^ of the graduates of the 
University from 18G7 to 1903. Among the graduates are five college 
presidents, forty-seven collego! professors, three state superintendents 
of schools, ten normal school principals, twenty-five normal school teachers, 
ten bank cashiers, twelve judges, forty-five i)roachcrs, twenty-eight doctors, 
six United States army ofiicers, one United States Senator, four members 
of congress, one governor, one attorney general, one state geologist, ten 
state senators, thirty-five members of the house of delegates, sixty-flve 
engineers (civil, mechanical, mining), forty-three superintendents or 
principals of high schools and schools of similar grade, sixteen editors, 
about twenty-five business men and farmers, and something more than 
225 lawyers. The list includes also the first sheriff of Manila, a clerk 
of the supreme court of the Slate, a clerk of the State senate, a clerk of 
the house of delegates, a chief mine inspector, a weather bureau director 
in South America, and the most famous foot ball coach in the United 
States. 

These alumni live in thirty-seven states, besides Austria, Mexico, 
Japan, Siam, India, the Argentine Rei)ul)lic, Bulgaria and the Philippine 
Islands. 

The list shows that thirty-seven of the graduates have died. 

An institution of learning is estimated very largely by the strength of 
its faculty, and by the training and scholarship of its professors. The 
seventy or more present members of the iaculty of West Virginia Uni- 
versity were trained in the leading colleges and universities of the world, 
as the following list of institutions represented will show: Princeton, 
Harvard, Johns Hopkins, University of Virginia, University of Nashville, 
Worcester Polytecihnic Institute, Cornell, Tufts College, Indiana University, 
University of Berlin, Univeisity of Michigan, University of Chicago, 
Columbia, Yale, West Virginia University, Stevens Institute of Technology, 
Massachusetts Agricultural College, the Polytechnicum in Switzerland, 
New England Conservatory of Music, Brown University, Drake University, 
Ohio Wesleyan, Marietta College, Freibuig School of Mines, and various 
others. 

The College of Law, which began with one Professor (Dr. Brooke), 
and one student, more than twenty years ago, has since educated nearly 
all of the younger members of the West Virginia Bar, besides a great num- 
ber in many other states and foreign countries. Its enrollment Is usually 
about one hundred students, and its graduates are taking a commanding 
place in the control of public affairs in West Virginia. The Law facility 
■was recently greatly strengthened by the election of Hon. Charles Edgar 
Hogg as Dean. He Is widely known as a lawyer and as a writer of law 
books. 

The largest building on the campus is devoted entirely to the College 
of Engineering, including civil, mechanical, mining, and electrical. It 
is well equipped with modern apparatus and machinery. The demand for 
trained engineers of all kinds is greater than the supply. Every engineer- 



62 History of Education. 

Ing student of the Universiey has a good place waiting for him upon his 
graduation. 

The College of Agriculture has recently introduced several new de- 
partments, and is rapidly extending its sphere of usefulness. Scientific 
education in agriculture is coming to be recognized as one of the most 
important branches of modern learning, and the University is putting 
Itself in line with this modern movement. In addition to the regular 
courses in agriculture, horticulture, veterinary science, stock raising, 
dairying, etc., running through the whole year, a short course of one hun- 
dred lectures in the month of January is now given every year. The 
recently established department of Dairying has already proved to be 
quite popular. 

The School of Military Science and Tactics, in charge of an officer 
detailed by the Secretary of War, was recently enlarged by act of the 
Legislature to two hundred and twenty-five members. Every senator and 
delegate is entitled to appoint one cadet from his district, and the re- 
mainder are appointed by the Regents of the University. Cadets receive 
free uniforms, books, stationery, use of arms, equipment, etc., free. The 
Armory is one of the most attractive buildings of the entire group. The 
names of the three most distinguished cadets are published annually in 
the official U. S. Army Register, and one of the three may be given an 
opportunity to become a commissioned officer in the U. S. Army. 

The School of Music and the School of Fine Arts were founded in 1898, 
and their growth has been very rapid. In the School of Music alone there 
are now eight instructors, and students are drawn from many sections of 
the country. 

Taken as a whole, it is entirely safe to say that no college or university 
In America has had greater growth and development during the past 
decade than West Virginia University. It is now recognized as one of 
the leading institutions of the country, and is much in advance of many of 
the older institutions which had wide reputation before West Virginia 
University had passed beyond the stage of the old Monongalia Academy. 

The administrative officer, President Daniel Boardman Purinton, Ph. 
D., LL. D., is a man in whom all of the people of the State have the 
utmost confidence. His scholarship, tact, judgment and experience, to- 
gether with his personal acquaintance with the conditions and needs of 
this State, fit him to be an ideal President of the commonwealth's chief 
Institution of learning. 

The present Board of Regents is one of the best that any State insti- 
tution ever had. It is composed of Hon. P. P. McNeil, of Wheeling; Hon. 
J. R. Trotter, of Buckhannon; Hon. J. B. Finley, of Parkersburg; Hon. 
T. P. Jacobs, of New Martinsville; Hon. C. M. Babb, of Falls; Hon. C. E. 
Haworth, of Huntington; Hon. E. M. Grant, of Morgantown; Hon. D. C. 
Gallaher, of Charleston, and Hon. L. J. Williams, of Lewisburg. 



West Viroinia. 6S 

Preparatory Branch of the West Virginia Univer- 
sity at Montgomery 

BV GEO. W. CONLKY, ASSISTANT PRINCIPAL 

Some years ago il. became apparent that those who were situated far 
from the University should have local schools established in which their 
children might receive at least enough training to admit them to the col- 
lege departments of the University. Most especially did some of the south- 
ern sections of the State feel the need of such a school. As an outgrowth 
of this sentiment, in the year 1895 State Senator T., P. Davies and John 
McNabb of Fayette county strongly urged the establishment of a State 
school in their section of the State, that it might not only save much ex- 
pense on the part of those who wished to give their children a thorough 
preparation for college, but also that the community favored by the loca- 
tion of the school in its midst might have the advantages that such an in- 
stitution brings to any locality. So the Legislature, by an act passed Feb- 
ruary 15, 1895, established a school at Montgomery, Fayette county, to be 
known as the Preparatory Branch of the West Virginia University. At the 
same time it appropriated $10,000 to purchase suitable grounds and 
erect suitable buildings. The act also provided that the school should 
be under the control of a Board of Regents consisting of the State Super- 
intend.ent of Free Schools, and the Board of Regents of West Virginia 
University. 

The Montgomery heirs generously gave two acres of sloping ground 
overlooking the town, upon which was erected a brick structure trimmed 
with stone. It is G5x55 feet and two stories high above the basement. 

The school should have opened not later than September 1, 189G, but 
it was not found practicable to open it till the first of the following 
January, at which time it was put in operation with Mr. E. C. Bennett 
as principal and Miss Ruby Ray Knight as assistant. About thirty pupils 
were enrolled at first and it was under great difficulties that the work 
begun was carried on. Much credit is due to Senator T. P. Davies for the 
aid he gave at this time, even giving his personal efforts for some time to 
make teachers and pupils as comfortable as possible. The local workers 
were greatly aided by the encouragement and help of the Executive Board, 
of whom the Hon. Virgil A. Lewis and James F. Brown deserve especial 
mention for the zeal wilh which they engaged in the work. Without 
unusual effort on their part the school could hardly have been started. 

No furniture or apparatus of any kind was at hand when the term 
opened. Chairs and stoves were borrowed. So, with a few chairs that the 
pupils carried from room to room as classes changed, with borrowed 
stoves, without blackboards, and with the continual noise of the carpenter's 
hammer, the pioneer work of preparatory schools in West Virginia began. 
The first year was prosperous withal and the enrollment greatly in- 
creased. 

In September, 1897, Mr. Bennett was succeeded by Mr. Josiah Keely, 
and Mr. Lloyd L. Friend was added to the teaching force. Mr. Keely 



€4 History of Education. 

brought to his work an indomitable will and energy, and by untiring 
labor with the aid of competent teachers built the school up by steady, 
solid growth, until at present it is of inestimable value to the community 
and to those who are cut off from close communication with the mother 
institution. 

The growth of the school and the difficulties of obtaining board soon 
made it imperative that a dormitory should be built. So the Legis- 
lature of 1897 appropriated $5,000 for that purpose. It was ready to be 
occupied January 1, 1899. Mrs. Robinson took charge as matron. Tn Sep- 
tember, 1900, she was succeeded by her daughter-in-law, Mrs. Frank Robin- 
son, who served until June, 1906. The present matron, is Mrs. Florella 
Harris, of Mason county. The dormitoiT has been a source of pride to the 
school and a great help in the way of obtaining good work and keeping 
up a good standard. So great has been the demand for room that the 
Legislature of 1903 appropriated $10,000 for another building to be used 
partly for school purposes and partly for a dormitoi-y. With the occu- 
pancy of the new building dormitory accommodations for about 45 pupils 
were provided for. 

Meanwhile the growth of the school caused some additions to be made 
to the teaching force. In October, 1898, Miss Marian F. Cabell entered 
to organize a music department; she also taught the French language 
and Ancient History. In 1898 Mr. Friend resigned to accept the Fellow 
ship in English at West Virginia University and Mr. Altha Warman took 
his place. Mr. Warman remained till 1901, when he resigned in order to 
pursue the study of law. At the same time Miss Knight also resigned. 
The two vacancies were filled by Miss Drusilla V. Johnson and Mr. A. G. 
McChesney. Another member was also added in the person of Miss Han- 
nah L. Jones, who taught German and English. In 1902 Mr. McChesney 
was succeeded by Mk G. W. Conley, who took up the former's work as 
teacher of Latin. Again in 1903 some changes were made in the faculty. 
Mr. Keely was given leave of absence for one year in order to pursue 
studies at Harvard University. Miss Johnson resigned to accept a position 
in West Virginia University, and Miss Jones to become a student at the 
same place. Mr. Conley was made acting principal for the year, assisted 
t)y Miss Mabelle Scott, Miss Eva L. Crago, Miss Marian F. Cabell, and 
Mr. Henry J. Hervey. 

On the return of the Principal in 1904, Mr. Hervey retired from the 
teaching force. Miss Crago resigned the following year to take up work 
in the Wheeling schools and Miss Harriet Cutts was elected to take her 
place. Miss Cutts is a graduate of the State University. 

In the spring term of 1905, Miss Lona Holt was elected to do special 
work for that term. She was followed by a graduate from Kentucky State 
College. Miss Lucie Norvell, who teaches French and History. Miss Cabell 
was succeeded by Miss Ella White in the music department. 

The school has passed the experimental stage and has proved to the 
satisfaction of all that it pays to conduct a school for purely preparatory 
work, that the commonwealth that supports such institutions is making a 
■vast stride toward the upbuilding of loyal and intelligent citizenship. No 



West Virginia. 65 

professional work is done here, but the aim is to lay a good foundation 
for learning and culture. 

The enrollment reaches over a hundred each year. Along with the 
growth in numbers came an equal growth in other respects. An imposing 
building 208 feet in length, equipped with all the modern conveniences, 
such as electric lights, water supply, steam heating, etc., stands upon 
the beautiful campus overlooking the prosperous little town. The school 
has a library of about sixteen hundred selected books to which new books 
are being added from time to time. Upon the reading table are found 
the current numbers of several of the best periodicals and papers, thus 
giving an ample opportunity for the widening and developing of the minds 
of the pupils. For physical exercise and care of health a gymnasium has 
been partly fitted up, and some attention has been given to foot-ball and 
base-ball. A laboratory for physics has been equipped and all experimental 
work necessary to a preparatory course can be done with the best of 
modern apparatus. Many of the other conveniences which mark progres- 
sive schools may be found here. 

A high standard has been steadily maintained. Those who have 
finished the course and have gone to the University have found their 
preparation equal to the best there. By the aid of the dormitory in 
which regular hours are kept, a standard of thoroughness that could not 
otherwise be reached has been maintained. 



Preparatory Branch of the West Virginia Univer- 
sity at Keyser 



The Preparatory Branch of the West Virginia University at Keyser 
came into existence by an act of the Legislature passed February 15, 1901. 
Judge F. M. Reynolds, of Keyser, a member of the House of Delegates from 
Mineral county, framed and introduced the bill, and was chiefly instru- 
mental in securing its passage. He was greatly aided in this, however, 
by other friends of the measure, especially by Col. Thomas B. Davis, of 
Keyser, who donated seventeen acres of land as a site upon which to erect 
the buildings of the school. This bill carried with it an appropriation 
of twenty thousand dollars for the erection of a suitable building, 
and empowered the Governor of the State to appoint a board of Regents 
consisting of seven members, the State Superintendent of Free Schools 
to be a member ex-officio, and the remaining six members to be appointed 
from the counties composing the territory of the school. The counties 
designated were Mineral, Hampshire, Hardy, Grant, Pendleton, Morgan, 
Tucker, Randolph and Preston. 

In compliance with the requirements of this bill. Governor White 
appointed as members of the Board of Regents for the School the follow- 
ing gentlemen: 

To serve for two years — Col. Thomas B. Davis, of Keyser, Mineral 



66 History of Education. 

county, and Hon. Lewis J. Foreman, of Petersburg, Grant county. 

To serve for four years — Mr. J. W. Goodsell, of Davis, Tucker county, 
and Dr. A. N. McKeever, of Romney, Hampshire county. 

To serve for six years— Mr. William A. Watson, of Fellowsville, Pres- 
ton county, and Mr. James Sites, of Upper Tract, Pendleton county. 

Hon. Thomas C. Miller, of Charleston, being State Superintendent of 
Free Schools, became a member ex-offlcio of the Board for his term of 
office. 

This Board held its first meeting in May, 1901, and organized by 
electing Col. Thomas B. Davis as President, and Mr. F. H. Babb, of 
Keyser, as Secretary and Treasurer. 

After adopting suitable plans and specifications, the contract was 
let by the Board for the erection of a building to cost thirty-six thousand 
dollars. 

THE FIRST YEAR 

At a meeting of the Board of Regents held in May, 1902, it was 
decided to open the doors of the school on the first of the following 
October. At this meeting three teachers were elected. They were Lloyd 
L. Friend, of Morgantown, Principal, Joseph E. Hodgson, of Romney, Vice 
Principal, and Mrs. Ida F. Menefee, of Keyser, assistant teacher. 

The work of the school was formally begun by these teachers at the 
time appointed by the Board, though only three rooms of the building 
were ready for use. 

The first year, taking into consideration the hindrances usually at- 
tending the opening of a new school, was a very successful one. The 
work was thoroughly organized and more than eighty students were 
enrolled for instruction. 

At the beginning of the spring term of this year a commercial 
department was organized in connection with the school, and J. L. Best, 
of Rochester, Indiana, was appointed instructor in commercial branches. 

The building was entirely completed in January, 1902, and was 
formally turned over to the State at the dedicatory exercises held at the 
close of the school year, — June 12. 

In April of this year Col. Thomas B. Davis and Hon, Lewis J. Forman 
were reappointed members of the Board of Regents for a term of six years, 
the term of their first appointment having expired. 

THE SECOND YEAR 

Owing to generous appropriations for the school by the Legislature 
at the session of 1903, the second year was begun with a larger 
teaching force and considerably increased equipment. Three additional 
teachers were appointed by the Board. They were J. C. Sanders, of Pied- 
mont, instructor in Chemistry and Physics, W. M. Baumgardner, of Mor- 
gantown, instructor in French and German, and Miss Elsie Huffman, of 
Keyser, instructor in instrumental music. Joseph E. Hodgson, having 
been granted leave of absence to attend school for a year, James W. Horn, 
of Capon Bridge, Hampshire county, was appointed to take charge of 
his classes. 

A library of about a thousand volumes was provided and the reading 



West Virginia. 67 

room was supplied with leading magazines and newspapers. The depart- 
ment of Chemistry and Physics was furnished with apparatus and supplies 
and the gymnasium was fitted with complete equipment. 

In February of this year occurred the death of J. L. Best, the in- 
structor in commercial branches. The vacancy thus made was filled by 
the appointment to the position of R. R. Miller, of Rochester, Indiana. 

THIRD YEAR. 

During the school year, 1904-5, the faculty remained the same as in 
the preceding year, except that J. E. Hodgson, "Vice Principal, resigned at 
the expiration of his leave of absence, to accept the presidency of the 
Davis and Elkins College at Elkins, and J. W. Horn's temporary appoint- 
ment as instructor in mathematics was made permanent. J, C. Sanders, 
instructor in chemistry and physics, was made Vice Principal. 

Some substantial improvements in equipment were made within 
the year. One of the basement rooms of the building was completely 
equipped as a chemical laboratory; additional oflSce furniture was pro- 
vided for the commercial department; and several hundred volumes were 
added to the library. 

At the close of this year the first class was graduated from the in- 
stitution. It consisted of two young women and two young men. 

Two vacancies occurred in the faculty at the close of 1905; L. L. 
Friend resigned as principal and W. M. Baumgardner, instructor in 
French and German, resigned to accept the position of assistant in 
French and German in the University at Morgantown. 

Three changes also occurred in the membership of the Board of 
Regents. Arch J. Welton, of Petersburg, T. H. B. Dawson, of Berkeley 
Springs, and P. J. Crogan, of Kingwood, were appointed to take the 
places of Hon. L. J. Foreman, Dr. A. N. McKeever and J. W. Goodsell, 
respectively, who had resigned from membership on the Board. 

FOURTH YEAR. 

In August, 1905, the Board of Regents appointed T. W. Haught, of 
the West Virginia Wesleyan College as Principal of the Preparatory 
School. Mr. Haught is a graduate of the West Virginia Wesleyan Col- 
lege and of the State University, he spent two years in graduate work in 
Harvard University, and was for several years teacher of natural sciences 
in the Wesleyan College. He is in every way excellently equipped for his 
new work. At the same meeting of the Board I. L. Anderson, a graduate of 
the State University, was appointed to the position of instructor in French 
and German. 

This year saw many improvements made in and around the building 
of the institution. A liberal appropriation had been made by the Legisla- 
ture in 1905, and the amounts appropriated were applied with the best 
judgement possible to the purposes for which they were obtained. A 
retaining wall was built along the front of the campus, walks and drive- 
ways were graded and the work of planting trees and shrubbery was 
begun. The athletic field and tennis courts were also graded and pre- 
pared for use. 

Much was done to add to the attractiveness of the interior of the 



68 History of Education. 

building. The two literary society halls were painted and provided with 
tables, chairs, chandeliers, curtains and other substantial and attractive 
furniture. The walls of the corridors and library were also painted. One 
of the most pressing needs was a supply of lockers for the gymnasium. 
Three dozen of these were purchased within the year. 

The graduating class of this year consisted of five members, one 
young woman and four young men. 

One additional teacher was appointed at the close of this year. 
Homer A. Hott, a graduate of the school, was made assistant in the com- 
mercial department. 

GROUNDS AND BUILDINGS. 

No more beautiful school site is to be found anywhere in West Vir- 
ginia than that upon which the Keyser Preparatory School stands. It is 
a historic one, being old "Fort Hill," upon which stood a Union fortifi- 
cation in time of the Civil War. It affords a splendid view of the famous 
and beautiful New Creek Valley on one side; and on the other, of the 
Back Bone Ridge of the Allegheny mountains across the Potomac in 
Maryland. • 

A school building has been erected that is in keeping with the site 
upon which it stands. It is a commodious brick and stone structure, 
built in the most modern style of school architecture, and is considered 
one of the handsomest and most complete school buildings in the State. 
The basement of this building contains the gymnasium and eight rooms 
us ^d for chemical and physical laboratories, locker rooms, bath rooms, 
etc. On the first floor are the oflices, reception room, study hall, library 
and five recitation rooms. On the second floor are two halls for the use 
of literary societies, three recitation rooms, and the large assembly hall. 
This building is furnished throughout with attractive and . durable fur- 
niture, and the departments are equipped with necessary apparatus. A 
separate heating plant stands some distance away from the main building. 



Marshall College State Normal School 

BY PRINCIPAL L. J. COEBLY. 
LEADING FACTS OF THE SCHOOL'S HISTORY. 

1. Established in 1837. 

2. First name, "Marshall Academy." 

3. Named for Chief Justice John Marshall of the Supreme Court of 

the United States. 

4. First building erected on the site of the east wing of the present 

doimitcry. 

o. Changed from an academy to a college in 1858, and the name 
changed accordingly from "Marshall Academy" to "Marshall Col- 
lege." 

6. Made the "State Normal School" of West Virginia in 1867, the name 
"Marshall College"' being retained by legislative enactment. 



West Virginia. 69 

7. Five branch schools to "Marshall College" established between the 

years 1867 and 1871 at Fairmont, Shepherdstown, Concord Church 
(now Athens), West Liberty, and Glenville. 

8. Constitutional amendment passed in 1871 prohibiting the establish- 

ing of any more "branch" normals. 

9. A new $38,000 building, erected in 1874, which, completely over- 

hauled and remodeled in 1899, constitutes the west wing of the 
present dormitory. 

10. A second building, $27,000, erected in 1895. 

11. A third building erected in 1897, — the east wing of the present 

dormitory. 

12. A fourth building erected in 1899. 

13. A fifth building, under process of construction at this writing. 

14. Nucleus of a model school organized and placed under the in- 

struction of Miss Mabel Brown in 1897, but discontinued in 1899 
owing to lack of funds. 

15. Model and teachers' training school organized and placed under the 

superintendence of Miss Anna Cummings, January, 1902. 

BUILDINGS AND GROUNDS. 

SCHOOL BUILDINGS: These are located in the center of the school 
grounds on an elevation of about 20 feet above the surrounding streets, 
overlooking the entire grounds, a wide area of the city, the Ohio hills on 
the north, and the West Virginia hills on the south. 

With the addition of the new building our school edifice now con- 
sists of a series of five buildings solidly connected, a continuous hallway 
extending from one end to the other. 

The buildings have their main frontage on Third avenue and on 
Sixteenth street. 

The Third avenue or north frontage is about 400 feet in length, and 
faces the Ohio river, two blocks distant, with the fine range of hills that 
fringe its banks on the Ohio side. 

The Sixteenth street or west frontage is 140 feet in length, facing the 
main part of the city. 

The secondary frontages are the College avenue or south front, 400 
feet, and the Seventeenth street or east front. 55 feet. 

The two eastern sections of the buildings, composed of three wings, 
26x55 feet, 40x70 feet, and 40x73 feet, compose the ladies' dormitory sec- 
tions known as College Hall. Between these and the other sections there 
is a heavy brick wall with no openings in it above the first fioor. 

The three western sections are given up exclusively to school work. 
These are, respectively, beginning with the most eastern, 70x78, 55x84, 
and 101x140 feet. All have been built since 1897, one excepted, and that 
one was thoroughly overhauled inside and out in 1899, thus making the 
entire series new and up-to-date, in their appointments. 

SCHOOL GROUNDS: The school grounds, located between Third 
avenue on the north and College avenue on the south, and between Six- 
teenth street on the west and Seventeenth street on the east, two city 



70 History of Education. 

blocks in length and one and one-half blocks in -width, contain even six- 
teen acres of land, for which nature has done as much, perhaps, as for 
any school grounds of their size in the United States, toward adapting 
them for the purpose for which they have been appropriated. The ele- 
vated center, seemingly intended to receive some royal palace, extends 
from within 200 feet of the west end»_where the summit of the somewhat 
abrupt but extremely graceful incline from the Sixteenth street level is 
crowned with a large widespreading beech and some smaller trees ten to 
twelve inches in diameter, eastward 600 feet where it terminates in a deep 
terrace thirty feet high, which terrace serves as the west bank of a deep 
ravine. This ravine, or brooklet, enters the grounds at the southeast 
corner and winds its way in deep, graceful curves northwestward through 
the grounds, lined throughout its course with noble trees varying in 
diameter from ten to thirty inches. It is the beautiful curving of the 
deep banks of this brooklet, fringed with stately trees and covered with 
verdure, especially at its northwestern portion, that Dr. Goss. of Cincin- 
nati, thought the most beautiful spot he had ever seen on a College 
campus. This bi'ooklet, with an arm extending eastward and covered 
with over fifty trees, forms the eastern boundary of the elevated center of 
the campus referred to above. Beyond the ravine and about twenty feet 
lower than the elongated elevation of the center, to the eastward, are the 
young men's athletic grounds, about four acres, and almost entirely level. 
The northern or Third avenue frontage descends by a steep, carefully 
cultivated terrace some twenty feet from the high central portion, and 
from the foot of the terrace to Third avenue it is nearly entirely level. 
On this portion are the main entrance, (a brick walk twelve feet wide), 
fifteen of the finest old trees, the croquet court, and one of the tennis • 
courts.' To the south of the rise extending east and west through the 
center, the grounds slope gently to College avenue, this section being a 
little wider than the northern frontage. The driveway enters from Col- 
lege avenue, about the middle from east to west, comes at right angles to 
the buildings, curves gracefully around the large sycamore at the imme- 
diate south of College Hall, and retraces itself. The eastern portion of the 
south side is given up to the girls' basket ball grounds. 

Besides over 100 small trees, chiefly sugar maple, planted within the 
last five years, and the shrubbery scattered over the Third avenue front, 
there are the following trees: Pawpaw 1, unnamed 1, cherry 1, mulberry 
1. weeping mulberry 2, ash 3. locust 3, poplar 3, sugar 4, walnut 4, gum 
6, oak 11, beech 23. lombardy poplar 25. sycamore 36, elm 67; total 1S2, 
more than 100 of which are large trees, and few of the 182 are less than 
eight to ten inches in diameter. 

Paralleling the longer dimensions of the grounds, (the eastern- 
western dimension), and but two city blocks to the north, is the Ohio 
river; one block nearer on the same side is the B. & O. Railway, and 
bounding the northern front is Third avenue, 100 feet wide, on which 
is the Camden Interstate Railway, (electric), connecting the College with 
all parts of the city, with Guyandotte four miles to the east, Central City 
four miles west, Ceredo eight miles west, Kenova ten miles, Catlettsburg, 
Kv., twelve miles. Clvffside Park with its beautiful groves and beautiful 



West Virginia. 71 

lake, fourteen miles, Ashland, Ky., sixteen miles and Ironton, Ohio, 
twenty-one miles west, students from which centers and from the inter- 
mediate smaller towns landing from this, one of the finest electric roads 
in the United States, at the very gate of the College. This electric line 
brings Marshall College in immediate connection with the homes of about 
75,000 people. 

To the opposite side of the grounds, (the College avenue or south side) 
and three blocks distant, is the C. & O. Railway, and but one and one- 
half blocks distant is the Sixth avenue branch of the Camden Inter- 
State Railway. 

ANNUAL ENROLLMENTS: We have no catalogues for the years 
1867 to 1871. 1872 to 1875, 1878 to 1880, and 1881 to 1887. Outside of 
these years the enrollment of Marshall College since it was made a State 
Normal has been as follows: 

1871-72 195 1894-'95 183 

1875-76 97 1895-'96 223 

1876-77 73 1896-'97 258 

1877-78 137 1897-'98 278 

1880-'81 123 1898-'99 360 

1887-'88. 163 1899-'00 452 

1888-'89 172 1900-'01 533 

1889-'90 165 1901-'02 639 

1890-'91 163 1902-'03 *787 

1891-'92 183 1903-'04 704 

1892-'93 137 1904-'05 740 

1893-'94 152 1905-'06 978 



The total value of the school property is $265,000. 



Total number of graduates since Marshall College became a State 
Normal School,— 488. 



Largest number of graduates previous to the year 1905-'06, — 43. 
Number in the class of 1907,-74. 



The Fairmont State Normal School 

BY U. S. FLEMING, PKINCIPAL. 

The first constitution for the State of Y/est Virginia was adopted in 
1863 and in it wise provision was made for an efficient system of free 
public schools. 

At the beginning the greatest need of these schools was of capable 
and qualified teachers, and this great need continues to this day in every 



*At the end of the session of 1902-'03 the Business Department was 
discontinued, hence the drop in enrollment for the year 1903-'04 com- 
pared with the preceding year. 



72 HisTOEY OF Education. 

county of the State. In the 60's many private schools were organized for 
the preparation of teachers, among the largest and best of which was the 
private Normal established in the summer of 1865 at Fairmont, by Mr. 
J. N. Boyd and Dr. Dennis B. Dorsey. Out of this school grew a char- 
tered institution known as "The Regency of the West Virginia Normal 
School," controlled by a local stock company. In March, 1868, in pur- 
suance of an act of the State Legislature the property of this stock com- 
pany consisting of a large corner lot and a building partly erected, was 
purchased by the State for $2,000 and the name of the school changed to 
"The Fairmont State Normal School." 



When this State Normal School was begun in Fairmont nearly 40 
years ago the town did not have a thousand inhabitants. On account of 
the oil and coal developments, principally, the town has crossed the Mo- 
nongahela river and a seemingly impassable ravine, and has spread over 
more hills than Rome had, until it is a "city set on hills that can not be 
hid." 

BUILDINGS. 

When the State bought the property of the private Normal School 
for $2,000 it appropriated $3,000 additional on condition that the county 
of Marion raise and add to the fund $2,000 more to erect and to equip 
properly the building already in course of erection. 

In 1872 the Legislature appropriated $5,000 on condition that the 
Fairmont district raise an equal sum to build a suitable front to the 
wing first erected. With this $10,000 a three story building, 40x80, was 
constructed of red brick on the corner of Main and Quincy streets. 

In 1891 the State sold its interest in these buildings to the Board of 
Education of Fairmont district for public school use for $15,000. 

The same year the Legislature appropriated $20,000 to be applied 
with the $15,000 to the erection of a new Normal School building. The 
Fairmont Development Company was then opening up an addition to 
Fairmont on the South Side, and from this company was secured a 
whole square bounded on the east and west by Gaston and Fairmont 
avenues and on the north and south by Second and Third streets. 

Here was erected the present commodious three story building front- 
ing on Fairmont avenue 100 feet and extending towards Gaston avenue 
150 feet. 

The building is of red brick with stone sills and lintels, finished 
throughout with West Virginia pine. The entrance from Fairmont 
avenue is adorned with a handsome vestibule ornamented with a steel 
ceiling and approached by steps of Cleveland sandstone, platform and 
ornate buttresses to the vestibule being of the same material. The lot 
has been carefully graded and terraced, and surrounded and protected on 
each of its four sides by a substantial stone wall. There is no spot in all 
Fairmont more beautiful than the square upon which is situated the 
Normal School building and the Woman's Hall, fronting upon a campus of 
deep green sloping gradually down to Fairmont avenue. 




SciE.xcE BriLuixG, West Virginia University. 




University Liisrary at the Left. 



West Vieqinia. 73 

Closely adjoining the Normal on the northeastern corner is the new 
building lately erected called — 

THE woman's hall. 

The Legislature of 1905 appropriated $17,500 for the year ending 
September 30, 1905, and $17,500 for the year ending September 30, 1906, 
to build and furnish a girls' Dormitory for the Fairmont State Normal 
School, but Governor A. B. White vetoed the appropriation for 1905, 
leaving the Normal School Regents only $17,500 with which to erect a 
suitable building. How they accomplished so much with one-half the 
sum apparently necessary is the wonder of all who examine the build- 
ing. The Dormitory, or Woman's Hall, as it is now named, is a beautiful 
three-story building on the same lot as the Normal, containing kitchen, 
pantry, dining room, three rooms for housekeeper and family, seven 
large rooms for teachers, twenty-two rooms for students two in a room, 
besides parlors, reception halls and study hall. All rooms are finished in 
oak and teachers' and students' rooms are furnished with attractive fur- 
niture — iron beds, the best springs, mattresses, wardrobes, center-tables, 
washstands and bowls, pillows, rockers, chairs, etc. 

Forty students and teachers were provided for in Woman's Hall 
during the fall term ending December 23, 190C, the students paying only $3 
to $3.50 a week according to size and location of rooms. 

PKINCIPALS. 

The first State Superintendent of free schools, the Hon. Wm. R. 
White, at the end of his term in 1868, became the first Principal of the 
Fairmont State Normal school. For four years he secured from the Pea- 
body fund each year $500 for the Normal proper, and $1,000 for the pub- 
lic schools of Fairmont which were then attached to the Normal to some 
extent for the observation and training of the Normal students. This 
union after a few years proving unsatisfactory, the public schools were 
in 1870 organized into a separate system under the supervision of Mr. 
Thos. C. Miller who was graduated from the Normal in the class of 1873. 

A list of the Principals of the Fairmont State Normal School is here- 
with presented with the years of service of each, 

Wm. R. White, 1868. John Roemer, 1890. 

J. C. Gilchrist, 1871. J. C. Gwynn, 1891. 

*J. G. Blair, 1872. J. Walter Barnes, 1892. 

Miss M. L. pickey, 1878. ""Marcus M. Ross, 1902. 

U. S. Fleming, 1882. M. C. Lough (6 mos.), 1903. 

Conrad A. Sipe, 1883. W. L. McCowan, 1903. 

Miss N. R. C. Cameron, 1889. U. S. Fleming, 1905. 

COUBSES OF STUDY. 

Four strong courses of study are presented to all who wish diplomas 
in the regular studies, each course requiring four years of study for 

*Dr. J. G. Blair and Prof. M. M. Ross laid down their lives while 
serving the State as Principals of the school and though dead they still 
speak to us and their good works do follow them. 



74 History of Education. 

those who are pi-epared to enter upon them. They are the Normal 
Course, Classic Course, Modern Language Course, and Science Course, 
besides two to four year courses in Elocution, Instrumental and Vocal 
Music and Drawing and the finer Arts, Bookkeeping and a short Bus- 
inesa course. 

MODEL SCHOOL. 

There is now a model and training school in the Normal building, 
consisting of children of the first, second and third school years, under 
the supervision and teaching of Miss M. E. George, a graduate of the 
Buffalo (N. Y.) State Normal School and a teacher of several years ex- 
perience in Model teaching, in Kindergarten work, and as Critic teacher 
in Normal schools. In this Model School the advanced Normal students 
take observation lessons and recite to Miss George as Critic teacher the 
results of their observation. Actual practice with classes follows. 

LIBRARY AND READING ROOM. 

In one of the large rooms of the Normal nearly 4,000 books may be 
found, catalogued under the Dewey decimal system, and arranged on 
shelves by the librarian according to their subjects and numbers. Sev- 
eral cyclopedias including the Britannica will be found. The leading 
magazines and papers to the number of forty have their places upon a 
long table across one end of the room, and a librarian keeps open the 
library a certain number of hours each day. 

DIPLOMAS. 

All students who satisfactorily complete any of the regular courses 
of study will receive a suitable diploma from the State Department of 
Public Schools. One holding a normal diploma after three years of suc- 
cessful teaching, two of which years must immediately precede his ap- 
plication, shall be entitled without examination to a State professional 
certificate good for six years, and then by renewal, after teaching a cer- 
tain number of years, effective altogether for thirty years. 



West Liberty State Normal Scliool 

BY LORAIN FORTNEY, PRINCIPAL. 

In 1838 the Reverend Nathan Shotwell established a school at West 
Liberty, Virginia (now West Virginia), which he called the West Lib- 
erty Academy. The opening year was on^ of bright prospects with an 
enrollment of 65 students. 

Notwithstanding the good beginning thus made many diflaculties 
were to be experienced before the Normal was established in 1870. The 
original building, a substantial brick structure built by the contrib- 
utions of the friends of the school, was destroyed by fire in 1840; and for 
many years the school had to use buildings not very well adapted to the 
work. Progress was under these circumstances difficult. 



West Virginia. 75 

However, in 1857- under prospect of state aid the public spirited 
citizens came to the rescue and raised by subscription sufficient funds 
to erect a suitable building for the school. This building, which was 
later remodeled, is the older part of the structure now occupied by the 
Normal and is a two story brick edifice fifty feet by eighty feet. Much 
credit is due those who gave their time and money to this work. 

At the completion of the new structure. A, F. Ross, A. M., who for 
sixteen years had been Professor of Ancient Languages at Bethany Col- 
lege, was elected principal of the school. Under the influence of the 
Civil War the former influence of the school was somewhat lessened, 
since many of the students enlisted in the service of the Union. Pro- 
fessor Ross resigned in 1861, and was succeeded by Professor James 
Bradbury, who served until his death only one year later. During the 
years extending from the death of Professor Bradbury up to the estab- 
lishment of the Normal in 1870, the principals were Professors Dunning, 
J. O. Brown, and J. M. Frazier, respectively. 

The legislative enactment by which the West Liberty State Normal 
School was established was passed in 1870. The act authorized the pur- 
chase by the State of the West Liberty Academy building. This was 
done and the school opened as the West Liberty State Normal School 
May 2, 1870. The school was thus the third in order of time established 
in this State, others being already established at Huntington and Fair- 
mont respectively. 

Professor F. H. Crago was the first principal of the school and 
served successfully in that capacity for three years, placing the school 
on a firm basis. Much interest was taken in the school and for the 
year closing in 1873 there were 110 students including the model school. 
At his resignation from the Normal in 1873 Professor Crago became Su- 
perintendent of the Moundsville public school where he served for sev- 
eral years. He is now Principal of Ritchie School, Wheeling, a position 
he has held since 1890. He is a graduate of Waynesburg College. 

Principal Crago's successor was James R. Morrow, Ph. D., a grad- 
uate of Jefferson College. Under Principal Morrow's guidance the 
school did good work notwithstanding the fact that the financial condi- 
tion of the state made ample appropriations impossible. Mr. Morrow 
served as principal two years. He was for many years — until his death 
in 1904 — Principal of the Allegheny (Pa.) High School. 

In 1875 J. C. Gwynn, A. B., a graduate of Waynesburg College, was 
elected principal of the school. He resigned in 1879 and has since been 
principal of the Fairmont State Normal School and of Madison School 
of Wheeling and Superintendent of the Wellsburg public schools. Dur- 
ing the principalship . of Mr. Gwynn the Normal experienced success 
and the records show an increased enrollment. 

From 1879 to 1881 Robert McPheeters was principal of the school. 
He was a man of scholarship and conducted the school ' successfully at 
a time when the lack of funds was especially embarrassing. Principal 
McPheeters was especially proficient in astronomy. 

D. T. Williams, A. M., a graduate of Waynesburg College, was 
principal of the school from 1881 to 1884. He afterwards served for 



7G History ok Education. 

seventeen years as Superintendent of the Moundsville public schools 
and Is now Prin(;ipal of Madison School, Wheeling. In all his school 
work he has been eminently successful. 

From 1884 to 1886 J. A. Cox, A. M., M. D., was principal and did 
excellent service for the school. Bethany College was his Alma Mater. 
After leaving the Normal he served as Superintendent of the Martins- 
burg public schools. He Is now practicing medicine in Wheeling. 

Professor R. A. Armstrong, A. M., a graduate of the West Vir- 
ginia University, became princli)al in 1886 and served the school for 
seven years. A long period of service and better appropriations en- 
abled Professor Armstrong to improve the school greatly. The en- 
rollment increased considerably and the school was strengthened In 
several ways. I'rofessor Armstrong since then has done post graduate 
work in Chicago and Harvard Universities and is now Professor of 
the l<]nglish Language and Literature in the West Virginia Univer- 
sity. 

Professor J. N. Deahl, Ph. D., a graduate of Harvard University, 
served the school as principal from 1893 to 1898, during which per- 
iod the school made marked progress and added to its alumni list 
many worthy young men and women. On leaving the school in 1898 
Professor Deahl entered Teachers' College of Columbia University, from 
which le received the A. M. and Ph. D. degrees. He is now Professor 
of lOducatlon in the West Virginia University. 

While Professor Deahl was principal the Legislature appropriated 
for an additional building to be used by the school. This building had, 
however, been completed only one year when it was destroyed by fire. 
The necessary appropriation for rebuilding was secured and the present 
structure is the result. It consists of the older part which was re- 
modeled and a newer part as an annex. 

In 1898 W. B. Cutright. A. B., a graduate of the West Virginia 
Conference Seminary and of the West Virginia University was elected 
principal of the school and served one year, retiring at that time to 
practice law at Buckhannon, W. Va. He represented Upshur county one 
term in the 'State Legislature. 

.Tiunes M. Skinner, Ph. D., was chosen i)rincipal in 1899, having 
just graduated from the West Virginia University with the degree of 
Ph. B. Later he received the A. M. and Ph. D. degrees from the Illinois 
Wesleyan University. Professor Skinner served the school successfully 
for two years and is now Vice President of Morris Harvey College. 

W. L. McCowan, Ph. B., a graduate of Marietta College, was prin- 
cipal from 1901 to 1903. He had been Superintendent of the Ravens- 
wood public schools for many years and after leaving the Normal be- 
came principal of the Fairmont State Normal School. He is at present 
again Superintendent at Ravenswood. 

Since 1903, Lorain Fortney has been ))rincipal. He is a graduate 
of the West Virginia Univcirsity with the degrees of A. B. and LL. B. 
and of the Western University of Pennsylvania with the degree of 
Ph. I). During his in(:unil)ency the school has experienced consid- 
erable increase in uiiiiilxM's, (he enrollMicnt for the last three years 



West Virginia. 77 

being greater than ever before. There is every evidence that in the 
years to come the school will increase in numbers and in the whole- 
some Influence it is exerting on the public schools of the State. 

The present faculty consists of the following persons: Lorain 
Fortney, Principal and instructor in Psychology and French; Gallic W. 
Curtis, Training and English; Maude I. Jefferson, Science and History; 
Arthur S. Bell, B. S., Latin and Mathematics; Mary Louise Yagar, A. B., 
German and History; W. H. Tabler, Mathematics and English; Lucile 
Ware Elliott, Music; Frank Hipps, Elocution and Physical Culture; 
Mrs. Emma Glass, Art. 

The alumni number 295, almost all of whom have taught one or more 
terms of school. Many have taught for several years. Others have be- 
come professional teachers. We estimate with tolerable accuracy the 
cost of the school in dollars, but it is impossible to fix an estimate of the 
influence of the school for good. 

Not only has the school provided the state with a large number 
of graduates to train her youth, but it has sent out many teachers who 
have not completed the course. Many teachers enter the school and 
pursue a portion of the course that will be especially helpful in their 
work. 

The field of academic instruction in the school is important. 
Courses of study are offered that equip for the study of law, medicine, 
and engineering in universities and technical schools. The school has 
educated many for the various fields of usefulness. Many of the grad- 
uates have taken college courses in the best schools of the country. 

West Liberty, the home of the school, was laid out during the sum- 
mer of 1783 and received town rights from the Assembly of Virginia, 
November 29, 1787. The people are religious, cultured, and indus- 
trious. The social atmosphere of the town and community pervades 
the school and contributes to its life and success. 

The location of the town is favorable to school work. It is twelve 
miles from the city of Wheeling, far enough to be free from the dis- 
tracting influences of city life and near enough to share many of ita 
advantages. The country around is one of the most beautiful sections 
of the state and all things tend to render the school homelike and a 
pleasant place for mental labor. 



Glenville State Normal Scliool 

BY JOHN C. SriAW, PRINCIPAL. 

The Normal building is located in a beautiful campus on an eleva- 
tion facing southwest, overlooking the river and town. Tlie entire 
campus is a greensward ornamented with trees in that stage of life 
which is emblematic of sturdy youth full of hope and action. Some 
provisions are made on the campus for recreation such as basket ball 
and lawn tennis. 

The present building is a substantial brick structure in part erected 
in 1885 and completed as it now stands in 1894, except the tower, which 



78 History of Education. 

has since been built and rebuilt. While the building is not massive it 
is modern in equipment and construction. It is lighted and heated with 
natural gas and is amply provided with water. It contains an assembly- 
hall, study hall, six class rooms, library, laboratory, music room, office, 
and in the basement, two rooms provided for gymnasium purposes. The 
class rooms are not large, but with the exception of an occasional class 
are sufficiently commodious for the school with the present attendance. 
Each room is provided with single seats and desks sufficient to accom- 
modate ordinary classes. The walls and ceilings of most of the rooms 
have been papered within the past three years. The walls have been 
adorned with pictures of appropriate subjects, giving the rooms in gen- 
eral an attractive appearance. The library contains over 3,000 pur- 
chased volumes and about 10,000 volumes of public documents. The se- 
lection of books has been made with a view to appropriateness for a 
school of this character. Many volulhes have been selected as acces- 
sory aids to the subjects taught while many others have been selected 
for their knowledge, literary and culture value. Some of the general 
reference works are kept in the study hall that they may be the more 
conveniently accessible. In order that the reading habit may be cul- 
tivated and applied to good literature, specified assignments are I'e- 
quired with various subjects. The laboratory has a creditable equip- 
ment for illustrative teaching of Physics and Chemistry. It is provided 
with a large slate top desk supplied with water and natural gas. In 
connection with the illustrative and experimental teaching it is worthy 
of mention that the school possesses a very good set of specimens to be 
used in connection with Geology, Zoology and Physical Geography. The 
music room is so fitted out as to present an attractive appearance. The 
school is supplied with three pianos and an organ. The gymnasium 
rooms are of the same size as the recitation rooms above them. They 
are approached by separate entrances; one is used by the young ladies 
and the other by the young men. Each is equipped with dumb bells, 
Indian clubs, chestweights, and some other general apparatus. 

The school was first opened to students January 14, 1873, by T. M. 
Marshall, who served as Acting Principal until April, 1873. From this 
time the office of principal has been filled by those whose names are 
given below with the period of service indicated: 

Louis Bennett , , 1873—1875 

T, M. Marshall 1875—1881 

S. P. Lazear 1881—1882 

R. F. Kidd 1882—1884 

E. J. Hall 1884—1885 

S. B. Brown 1885—1890 

R. W. Trapp 1890—1891 

Miss Verona Maple, acting principal 1891 — Feb. 1892 

M. D. Helmick Feb. 1892—1895 

W. J. Holden 1895—1901 

John C. Shaw 1901— 

The Executive Committee of the school since the organization has 
been made up as follows: 



West Virginia. 79 

Milton Norris : 1873—1894 

Nelson M. Bennett 1873--1894 

S. L. Ruddell :. 1873—1886 

R. F. Kldd 1886—1895 

R. G. Linn 1894—1895 

W. M. Arnold 1894—1895 

J. N. Shackleford 1895—1903 

W. D. Whiting 1895—1903 

R. L. Ruddell 1895—1897 

M. B. Morris 1895—1897 

H. R. Brannon ' 1900—1903 

R. F. Kidd 1903—1905 

D. U. O'Brien 1903—1906 

J. J. Hendrick 1903—1904 

R. F. Kidd 1906— 

M. B. Morris 1906— 

J. E. Ewing 1906— 

PRESENT FACULTY. 

John C. Shaw, Principal (University of Nashville, Clark University) — 
Professional Subjects, Geometry. 

E. C. Rohrbough, First Assistant (Allegheny College, Harvard) — 
Foreign Languages. 

Phrania Zink (West Liberty Normal, Peabody Normal College) — 
History, Algebra, Botany. 

Ada R. Colbert (West Virginia University) — French, Latin, Algebra. 

Mary M. Woods (Union Female College, Alabama; Packer Institute, 
Brooklyn) — Natural Science, English. 

Harriet T. Stalnaker (West Virginia University) — Mathematics, 
English. 

Mildred Ruddell (Mary Baldwin Seminary) — Music. 

E. Fuller Shearer (Morris Harvey College, Private Instruction) — Elo- 
cution, Physical Culture. 



Shepherd College State Normal School 

BY PRINCIPAL J. G. KNTJTTI. 
ORGANIZATION AND EARLY HISTORY. 

Shepherd College dates its founding as a State Normal School to an 
act of the Legislature of West Virginia, passed Febraury 27, 1872; but it 
had its beginning in a classical and scientific school, styled "Shepherd 
College," the certificate of incorporation of which was placed on record at 
Charles Town, January 12, 1872. The incorporators of this school, all of 
whom were representative citizens of Shepherdstown, named in the order 
of their signatures, were C. W. Andrews, A. R. Boteler, C. T. Butler, G. M. 
Beltzhoover, David Billmyer, Samuel Knott and Henry Shepherd. 



80 History of Education. 

At Ibcir llrst luooLiiig, January 13, 1S72, Dr. C. W. Andrews, rector of 
Christ Episcopal Church of Shepherdstown, was elected president; and 
George M. Beltzhoover, at that time a rising young attorney, was made 
secretary and treasurer, — a position which he has filled ever since to 
the eminent satisfaction of the school and the State. After some nego- 
tiation, the incorporators, who now atyled themselves a "board," secured 
from Mr. Shepherd Brooks, of Boston, a perpetual lease on what is now 
known as the "old building," which had been erected for a court house 
while Shepherdstown was temporarily the county seat of Jefferson county, 
and in this was housed the new Institution about-to-be. At the head of the 
sehool was plaoed .losoph IMiMurran. A. M., who liad already attracted 
notice as a teaelier of private schools in the community, with Rev. J. T. 
RoBslter, A. M., and Alexander Tinsley, M. D., as nominal assistants. The 
Iveglslature was soon afterward prevailed upon to locate one of the State's 
Normal Schools here; and as a consequence "Shepherd College" passed 
under State control, with the cognomen "State Normal School" added 
to its original name. Mr. McMurran was continued as principal of the 
school and was given as his assistants Messrs. D. D. Peadleton, S. S. 
Smoltaer and Mrs. Lilly P. Lee. The school thrived under this manage- 
ment in spite of the fact that unenlightened legislatures failed to provide 
adequately for its support. Principal McMurran has been held in kindly 
remembrance by all the friends of this school for his unflinching fidelity 
to it during these troublous times. For his self-sacrificing interest in its 
upbuilding, he is often affectionately referred to by his "old students" as 
the "Father of Shepherd College." The school's attendance during the 
nine years of his administration was very irregular, due no doubt to Its 
uncertain financial support; but on the whole a good foundation was laid, 
and Mr. McMiirran's influence has been no uncertain factor in its subse- 
quent development. 

From 1882-85, D. D. Pendleton, A. M., was priucii^al. With Miss Mary 
E. Allen as his only assistant, the school managed to live through this 
period of depression. 

Mr. T. J. Woofter was at the helm from 1SS5-S7. Messrs. W. A. 
Eckles, Asa B. Bush and Miss Laura C. Strider were his assistants, though 
he never had more than two at any one time. No material change in the 
general tenor of the school occurred during this administration, though 
good work was being done by the few students who were in attendance. 

Then for four years — 18S7-91, Asa B. Bush, A. M., was at the head 
of the school. His assistants at \'arious times were Charles J. Miller, and 
Misses Ella Fordyce, Alice P. Pendleton and Mary M. Myers. During these 
years the attendance increased materially and the school's prospects grew 
brighter. 

For one year — 1891-92, E. Mode Vale, A. M., was principal. As assist- 
ants he had Charles J. Miller and Misses Pearl C. Hosie and Ella Fordyce. 

A. C. Kimler, A. B., served as principal from 1S92 to 1901. At various 
times he had as assistants: Messrs. Charles J. Miller, L. D. Aruette, A. W. 
Porterfleld and A. C. Hines; and Misses Ella Fordyce, Pearl C. Hosle, 
Harriett D. Johnson, Mary E. McConn. Agnes Beltzhoover and Urna V. 
Cumming.-^: and Mrs. M. E. Butler. The school had an era of increasing 




Ni;\v Hcii.DiNc. Mahsiiai.i, Comi 




MKMOVi XOH.MAI. S( IIOOI, AM) W(JMA.\".S JiAl.l. Al.JC.l .\ J.\G. 



West Virginia 81 

prosperity during these years. A better equipment and an increasing 
number of teachers achieved larger results. 

From 1901 to 1903, E. F. Goodwin, A. B., LL. B., was at the head of 
the faculty. His assistants were Messrs. J. D. Muldoon, J. B. Triplett, 
Irvin C. Stover and J. G. Knutti; and Misses Mary McConn, Elizabeth M. 
Stalnak'er, Anna B. Woolery, Mary W. Syme and A. Salome Wingate. A 
considerable Increase in the attendance marked this administration. 

In 1903, J. G. Knutti, A. B., A. M., was made principal. As assistants 
he has had Messrs. J. D. Muldoon and J. B. Triplett; and Misses Anna B. 
"Woolery, Elizabeth M. Stalnaker, Blanche Corbin, Louise C. Pendleton, 
Ada R. Colbert, Myrll Williams and Harriett Jean Trappe; and Mrs. 
Mabel Henshaw-Gardiner. During these years the school has steadily 
grown, both in numbers and in the general scope of the work, an increased 
and greatly improved teaching force and a splendid new building and 
other equipment having made progress inevitable. The enrollment for 
the present year promises to reach the two hundred mark, and careful 
and consistent work is being done in all departments. 

LOCATION, BUILDINGS AND EQUIPMENT. 

The Shepherd College buildings are situated on a fine plat of ground 
near the center of the town of Shepherdstown. The campus, though not 
l-arge, has many pretty shade trees on it, which, together with the fine 
carpet of grass that covers the ground during nine months of the year, 
made to give way in places to beds of flowers, and with a leaping, dashing 
run skirting one edge, — make it one of the most attractive spots to be 
found anywhere. Less than two hundred yards distant, to the north, is 
the historic old Potomac, winding in graceful curves among the lowly 
hills which seem to have planted themselves directly in its path, but 
whose verdure and soil (their clothing and flesh) were gradually stripped 
from them, leaving their ribs and backbones skirting the river's edge as 
evidence of the unequal contest for the "right of way" across the Shenan- 
doah Valley at this point. It was over one of these cliffy ledges, only a 
mile below Shephei'dstown, that Lee's grim rear guard swept one of 
McClellan's finest regiments and hurled it to destruction in the stream 
below. Only three miles to the north is the fine national cemetery of 
Antietam, with the monument-studded battlefield, where twenty-five thou- 
sand men were killed and wounded in that awful death-struggle on Sep- 
tember 17, 1862. To the south of Shepherdstown spread out the boundless 
reaches of the magnificent Shenandoah Valley, skirted on east and west, 
respectively, by the Blue Ridge and the North Mountain. A more pic- 
turesque and historic spot for the location of one of West Virginia's 
Normal Schools could not have been found elsewhere within her bounds. 

The school is housed at present in three buildings, of which the "Old 
Building," as it is now called, is the oldest. It is the one referred to 
previously as having been transferred by perpetual lease to the trustees 
of Shepherd College by Shepherd Brooks, Esq., of Boston. It contains six 
commodious rooms, four of which are devoted to music purposes, the other 
two constituting the Y. W. C. A. and Y. M. C. A. halls. "Shepherd College 
Hall" adjoins this building on the north and constitutes an assembly and 



82 History of Education 

drill hall. The "New Building" is situated about forty yards to the north, 
vith its main entrance facing west. In it are a fine auditorium and 
gymnasium, two literary society halls, the school library, Principal's and 
general offices, and eight recitation rooms; besides toilet and bath rooms, 
etc. In point of beauty and general architectural design, it is not excelled 
by any school building within the State. It will long stand as a monument 
to the architect who designed it and the Board of Regents who had it 
reared, and is a credit to the State of West Virginia. 

With the above-described facilities; with a Board of school men to 
look after its interests; with a liberal State to provide for its future 
necessities; with a faculty and student body working together for results, 
Shepherd College State Normal School may be depended upon to make no 
uncertain return to the State of West Virginia for her share of the finan- 
cial budget devoted to the education of her youth. 



The Concord Normal School 

BY FRANCES ISABEL DAVENPORT, PRINCIPAL. 

The Concord State Normal School, located at Athens, West Virginia, 
was established by an act of Legislature passed February 22, 1872'. The 
corner stone was laid on the 22d of February, 1874, with Masonic honors. 

The first session of the school opened May 10, 1875, with Captain 
James H. French as principal and Major William M. Reynolds as assistant. 
It continued for twenty weeks and had an enrollment of seventy students. 
The growth and success of the school were so great that the building soon 
became inadequate, and the Legislature made an appropriation for a new 
building. In three years this was followed by another appropriation to 
enlarge the new building. The school continued in this building until 
February of 1889. In 1897 the Legislature appropriated $20,000 for build- 
ing an addition. In point of arrangement the present structure is one of 
the best school buildings in the State. A large dormitory for the young 
women students has been added. 

The first principal of the school was Captain James Harvey French. 
He was born in Giles County. Virginia, October 20, 1818. He received 
his education at Georgetown. D. C, and at the University of Virginia. 
On May 10, he became principal and held the position until his death, 
December 11, 1891. His body rests on the campus north of the school 
building, where a beautiful and simple granite shaft has been erected 
to his memory by the members of the alumni association. 

Major William M. Reynolds, the first assistant teacher, rendered con- 
spicuous services to the school during the two terms he served in the 
State Legislature. 

On the death of Mr. French, Mr. John D. Sweeney, of Tyler County, 
West Virginia, was elected principal. Mr. Sweeney was graduated from 
the West Virginia University in 1885, and served six years in the school 
as assitant teacher before he became principal. Mr. Sweeney was suc- 
ceeded by Mr. George M. Ford, also a graduate of the vVest Virginia 



West Virginia 83 

University in 1897. Mr. Ford served until 1900, vfhen he resigned, and 
Mr. Elmer F. Goodwin was appointed to the position. At the end of Mr. 
Goodwin's first year at Concord, he was transferred to the principalship 
of the Shepherd College State Normal, and Mr. Arthur S. Thorn, a gradu- 
ate of Emory and Henry College, became principal. Mr. Thorn served for 
five years, from 1901 to 1906. In June, 1906, Miss Frances Isabel Daven- 
port, the head of the training department of the Fairmont Normal School, 
was appointed principal. 

Since the opening of the school in 1875, in a little wooden school- 
house, and with about nineteen students, the record of the school has 
been one of steady growth in numbers and efficiency. It now possesses one 
of the most attractive school buildings in the State, an excellent library, 
a first-class model department and the second largest enrollment of the 
Normal Schools of the State. 



84 



History of Education 



Courses of Study in the Normal Schools. 







NORMAL 


CLASSIC 


< 
H 

01 




Oriental and (Jreek History 

English 

Latin 

Physiography 


Oriental and Greek History 

lOnglish 

Latin 

Physiography 


K 
H 
J', 

I; 


Algebra 

English 

Lai in 

I'hys. and Iiidiislrial Geog. 


Algebra 

English 

Latin 

I'hys. and Industrial Geog. 


s 


C5 


Algebra 

English 

Latin 

Uoinan History 


Algebra 

English 

r.atin 

Roman History 



< 


►J 


Algebra 

Rhetoric and Literature 

Latin 

Mediffival and Modern Hist. 


Algebra 

Rhetoric and Literature 

Latin or Greek 

Mediajval and Modern Hist. 


p 

-4, 

O 

u 


a 

H 


Algebra 

Uhelorie and Literal iire 

Latin 

English History 


Algebra 

Rhetoric and Literature 
Latin or Greek 
English History 




o 
y. 

K 
PL. 


Algobi'a 

Rhelorio and LiliMiUure 

Latin 

Botany or Zoology 


Algebra 

Rlietoric and Literature 
Latin or Greek 
Botany or Zoology 







Geometry 


.^*l 


Geometry 








d 


English (L 


terature) • 


English 


(Literature) 






History of 


Education 


French, 


German, 


) Any 
J two 


frt 


Civics and 


U. S. History 


Latin or 


Greek 


•< 


K 


Geometry 




Geometry 








H 


Eni^lisli (L 


terature) 


lOnglish 


(Literature 


) 


o 


'/■ 


lOconoinics 




French, 


Uerman, 


) Any 
J two 


is' 


('omniercial 


Geog. 


Latin or 


Greek 


a 


Geometry 




Geometry 


, Geology 


or Astronomy 








(era lure) 


English 


(Literature 


) 




a 


(icoldgy or 


Astronomy 


French, 


iorman, 


I Any 
J two 




Oi 


GeniM'al Mo 


tliods 


Latin or 


Greek 






School Sanitation 









Pi 


2 


Chemistry 

Physics 

Biblical History, Pedagogy, Psychol- 
ogy 

School Supervision and Training 
Work 


Physics or Chemistry 

Psychology 

French, German, ] Any 

Latin or Greek J two 


o 

H 


W 


Chemistry 

Physics 

Pedagogy, Psyiliology 

Sociology and Training Work 


Physics or Chemistry 
Sociology or Psychology 
French, German, ) Any 
Latin or Greek ) two 


o Chemistry or Trigonometry 

'^ Physics or Agriculture 

« Ethics, c;hild Study, Educational Psy- 

^ chology 

Methods and Training Work 


Physics or Chemistry 

Ethics 

French, German, ) Any 

Latin or Greek J two 



West Vibginia 

Courses of Study.— continued. 



85 







MODERN LANGUAGE 


CIENCE 




J 


Oriental and Greek History 

Enj^lish 

Latin or German 

Physiography 


Oriental and Greek History 

English 

Ijatin or German 

Physiography 


ui 
Si 

H 


W 
H 


Algebra 

English 

Latin or German 

Industrial Geography 


Algebra 

English 

Latin or German 

Industrial Geography 


E 


S 

to 


Algebra 

English 

Latin or German 

Roman History 


Algebra 

English 

Latin or German 

Roman History 



Algebra 

Rhetoric and Literature 
Latin, German or French 
MedisBval and Modern Hist. 



Algebra 

Rhetoric and I>iteraturc 
Latin, German or French 
MedisBval and Modern Hist. 



Algebra 

Rhetoric and Literature 
Latin, German or French 
English History 



Algebra 

Rhetoric and Literature 
Latin, German or French 
English History 



Algebra 

Rhetoric and Literature 
I^tin, German or French 
Botany or Zoology 



Chemistry or Physics 

Psychology 

French 

German 



Algebra 

Rhetoric and Literature 
Latin. Gorman or French 
Botany or Zoology 



rri 


►J 
■< 


Geometry 

English (Literature) 

German or French 

Civics and U. S. History 


Geometry 

English (Literature) 

German or French 

Civics and U. H. History 


< 

C5 
O 


H Geometry 

El English (Literature) 

i Economics 

is German or French 


Geometry 

English (Literature) 

Economics 

German or French 


1^. 

i-s 


p Geometry 
5 English (Literature) 
g 1 Geology or Astronomy 
«3 German or French 

t 


Geometry 

English (Literature) 
Geology or Astronomy 
German or French 



Chemistry 

Plane Trigonometry 

I'hysics 

French or German 



H Chemistry or I'hysics 

B Sociology 

5 French 

is German 



Chemistry or Physics 

Ethics 
French 
German 



Chemistry 

Physics 

Sociology or Spherical Trig. 

French or German 



Chemistry or Agriculture 

Ethics or Analytical Geom. 

Physics 

French or German 



86 History of Educatiox 

ENROLLMENT AND GRADUATES BY SCHOOLS. 

The following tables give the enrollment and the number of graduates 
at each of the Normal Schools since they were established. This is an in- 
teresting and a valuable record and will doubtless be preserved by all 
who are watching our educational progress. 

MARSHALL COLLEGE. 

Year. No. Enrolled. 

1869-70 ..! 

1871 

1872 195 

1873 161 

1874 70 

1875 

1876 97 

1877 73 

1878 137 

1879 145 

1880 

1881 123 

1882 107 

1883 109 

1884 98 

1885 153 

1886 180 

1887 147 

1888 163 

1889 172 

1890 165 

1891 163 

1892 183 

1893 137 

1894 152 

1895 222 

1896 222 

1897 258 

1898 278 

1899 456 

1900 452 

1901 533 

1902 637 

1903 787 ■ 

1904 606 

1905 790 

1906 978 

Total 9,149 

FAIRMOXT. 

Year. No. Enrolled. 

1869-70 70 

1871 60 

1872 85 

1873 108 

1874 100 

1875 ." 152 

1876 105 



West Virginia 87 

187V 139 23 

1878 221 14 

1879 190 25 

1880 149 13 

1881 182 18 

1882 218 9 

1883 205 12' 

1884 200 8 

1885 207 7 

1886 230 10 

1887 258 8 

1888 268 14 

1889 297 15 

1890 232 24 

1891 257 12 

1891; 260 27 

1893 282 21 

1894 329 15 

1895 362 13 

1896 383 13 

1897 380 22 

1898 354 16 

1899 385 17 

1900 427 29 

1901 459 9 

1902 358 12 

1903 428 14 

1904 415 10 

1905 425 10 

1906 430 9 

Total 9,610 550 

WKST LIBERTY. 

Year. No. Enrolled. Graduates. 

1871 97 

1872 103 10 

1873 110 20 

1874 54 8 

1875 43 7 

1876 35 5 

1877 56 4 

1878 63 6 

1879 70 21 

1880 45 10 

1881 43 12 

1882 43 1 

1883 54 2 

1884 52 8 

1885 48 4 

1886 56 4 

1887 75 4 

1888 102 5 

1889 126 12 

1890 112 8 

1891 133 9 

1892 150 11 

1893 138 11 

1894 142 10 

1895 160 19 



88 History of Education 

1896 163 11 

1897 185 14 

1898 162 10 

1899 168 8 

1900 186 11 

1901 163 5 

1902 187 9 

1903 172 5 

1904 175 2 

1905 196 6 

1906 207 9 

Total 4,074 301 

GLENVILT.E. 

Year. No. Enrolled. Graduates. 

1873 120 

1874 100 4 

1875 105 10 

1870 71 3 

1877 69 1 

1878 72 5 

1879 • 54 1 

1880 46 2 

1881 23 2 

1882 65 2 

1883 70 5 

1884 114 7 

1885 108 5 

1886 100 4 

1887 89 7 

1888 123 9 

1889 114 7 

1 890 96 15 

1891 103 14 

1892 107 12 

1893 132 18 

1894 Ill 10 

1895 95 11 

1896 107 10 

1897 138 9 

1898 148 ^ 3 

1899 140 3 

1900 132 11 

1901 i55 2 

1902 136 5 

1903 123 5 

1904 121 5 

1905 123 8 

1906 166 8 



Total 3,576 223 

SHEPIIEKD COLLEGE. 

Year. No. Enrolled. Graduates. 

187'! 145 21 

1875 160 28 

1876 136 27 



West Virginia 89 



1877 


102 


1878 


94 


1879 


93 


1880 


55 


1881 


71 


1882 


58 


1883 


62 


1884 


59 


1885 


65 


1886 


65 


1887 


69 


1888 


64 


1889 


71 


1890 


69 


1891 


87 


1892 


90 


1893 

1894 


99 

91 


1895 


103 » 


189G 


103 


1897 


100 


1898 


88 


1899 


105 


1900 


116 


1901 


127 


1902 


151 


1903 


143 


1904 


153 


1905 


175 


1906 


158 


Pi ; 1 I i '■ 1 i ' 




Total . . 

fear. 

1876 


3,327 

CONCORD. 

No. Enrolled 
70 


1877 


75 


1878 


86 


1879 


100 


1880 


65 


1881 


94 


1882 


90 


1883 


110 


1884 


137 


1885 


105 


1886 


: . 96 


1887 


124 


1888 


170 


1889 


166 


1890 


166 


1891 


181 


1892 ' 


217 


1893 


214 


1894 


190 


1895 


192 


189G 


199 


1897 


227 


1898 


236 


1899 


189 



11 

18 

14 

5 

9 

1 

10 

12 

3 

6 

3 

4 

8 

10 

7 

12 

8 

7 

12 

9 

5 

10 

15 

7 

10 

7 

11 

10 

6 

329 



Graduates. 



6 

17 

11 

2 

9 

9 

3 

7 

4 

5 

7 

7 

7 

12 

6 

9 

12 

15 

7 

5 



90 HiSTOHV Ol' Edica'iion 

IIMKI 23S 16 

1901 20;! 4 

1902 2ir. 10 

i9o:] 2;io 7 

1904 224 8 

1905 215 9 

190t; 301 6 



Total 5,125 230 

TOT A I. HMx'OLLMENT AND NUMBER OF GRADUATES IN ALL THE 

NORMAL ^CHOOLi< UP TO CLOSE OF THE LAS^T FICHOOL 

YEAR. JU\F .UK lUdli 

Year. No. li:nroll(Ml. Graduates. 

1 8(59-70 70 4 

1871 157 9 

1872 ;!8:! 25 

187:! • 499 45 

1874 4<i9 61 

1875 4t;o 92 

187t; 514 70 

1877 514 50 

1878 67:! 46 

1879 652 83 

1880 360 60 

1881 5:!(; 54 

1882 581 36 

1883 610 26 

1884 COO 50 

1885 C.Sli 45 

1886 727 39 

1887 762 38 

1 888 890 47 

1889 946 52 

1890 840 63 

1891 924 59 

1892 1007 72 

189:; 1002 84 

1894 1015 54 

1895 11:54 66 

1896 1177 75 

1897 1288 88 

1898 1 2(;6 53 

1899 1443 54 

1900 1551 102 

1901 I(i40 51 

1902 1684 78 

1903 1883 50 

1 904 1 (;94 76 

1905 1924 65 

1 90ti L';240 81 

Total 34,861 2103 



WkST VlIUilMA 91 

West Virginia School for the Deaf and the Blind 

At the close of the legislative session of 1.S70 a bill was passed 
creating a school for the deaf and the blind. The original draft of this 
bill provided only for a school for the blind. The incorporation of the 
deaf with the blind was a legislative accident which resulted from an 
amendment to insert the words "deaf and dumb and" before blind 
wherever it occurred in the bill. In the absence of technical advice, the 
friends of the mea^ire acceded to the amendment, and the school became 
a dual institution, which, it has been the long deferred hope of its best 
friends to see corrected by enlightened legislation. The Board was organ- 
ized in the city of Wheeling, and had accepted a donation of buildings 
adequate for the early needs of the school, and was proceeding to refit 
them for that end when an injunction issued from the Circuit Court of 
Ohio County restraining the gift, and the Board of Regents did not resist 
the proceedings. A month or two later the generous gift of the citizens 
and Literary Society of Romney was accepted, and the school was organ- 
ized at that town in July, 1870, by the election of H. H. Hollister as 
principal, H. H. .lohnson as first teacher in the blind department, and 
Miss Harris as first teacher in the deaf department. Mr. Holdridge 
Chidester was also made teacher in the same de))artment, and the school 
was opened at the end of the following September in buildings quite ade- 
quate for the first year's attendance, a part of the donation which secured 
the location of the school. In the early part of this first term of the school 
Mr. Henry White was appointed watchman. He and Mr. Johnson hold 
the honorable distinction of having been connected y/ith the institution 
continuously to the i)resent time. At the next session of the Legislature 
appropriations were made for the increase of the accommodations of the 
school, and like generous treatment has been accorded as the necessities 
demanded until we have a large and commodious institution, now crowded 
to about its utmost capacity, and clearly pointing the way to legislative 
relief. Mr. Hollister continued to administer the affairs of the school 
until October, 187:J, whpn he resigned to enter upon a professional 
career. 

Dr. S. R. Lui)ton, the faithful physician to the school, was invited to 
assume charge as Principal pro tempore, and served for a few months 
very acceptably. In the meantime the Board appointed Rev. L. Eddy as 
princi|)a]. The latter had been a teacher of the deaf, as had also Mr. 
Hollister. It was the most natural tWng in the world that their predilec- 
tions should have been for the deaf side of the school. In consequence 
that side of the school greatly predominated in numbers, and has con- 
tinued to do so, and there seems to be no remedy except in the correction 
of the legislative mistake of 1870. Mr. Eddy took charge in the early 
days of 1874 and remained at the head of the school till June of that 
year, when a change in the politit'al comi)lexion of the management led 
to his retirement and the appointment of Major John C. Covell, who had 
been for years connected with the Virginia Institution for the Deaf and 
Dumb and the Blind as teacher, assistant principal and ])rincipal. He 
was a broad, cultured and scholarly gentleman who fully appreciated the 



92 IllSIOKY OK RdIU'AI ION 

wlioli! ningo of lii« rtiBponHlbilitioH iind impressed ui)on the Institution all 
those pornianent I'oatures of (ifHt-ifuu^y I hat it has been the pride of subse- 
quent adirilnistrations to inaiiitain and (extend. Ho died in 1887, and 
ihe Board of Jt('g('nts, with becoming timidity, hesitated to make immedi- 
.•i(o (^lioieo of a suecuissor, and requeHt(!d (heir secretary, Mr. Henry B. 
(lilluwon, to asHunu^ charge until they l-ould be safely advised as to 
wlioiii to choose. After a few weeks the Board convened again and decided 
to iiiipresH Mr. Ciilkeson into the permanent service of the school. He 
con(lu(;lc'd the; afl'airK of the school so comfortably for a year that the 
hope was cnlcrtaincd that II iiilKhl he liis i)leasui'e to make it his life 
work; but tli(! fjisciuiUion of his professional life and the demands of an 
extensive practice at the bar were too strong to be resisted and he re- 
<luosLed llu- Board In due time to look out for a suitable i)rincipal. They 
accordingly invited Mr. C. H. Hill, aiiothci- tcachci- of the deaf, to assume 
charge of (his dual school. He did so in the summer of 1888, and con- 
tinued to direct liic alTairs of the institution iintil .June, 1897, when in 
cotisc(|U('iicc of (\ertain differences that could not l)e compi-omised he 
rt'Hlgiied, niul the Board .selected as his successor Mr. .lames T. Rucker, 
of ii('wisl)urg, W. Va. Mr. \{\itkry (Mijoycd liic advantage over all his 
|)redecessors of being an all-i'ound l)usiiicss iiian and an accomi)lished 
((ia(!her of seeing and hearing children, having been Superintendeni of the 
Schools of his tiativc! town for year.s. lie has greatly extended the jilans 
of IVIajoi- Covell and has brought the institution with leaps and bounds 
lo a degree of elllciency wiiicii challenges coinpai-ison with any in the 
land. If bis present reeomnu'ndat ions ar(! a|)proved l)y the Legislature, 
the school will have lilth! m(u■<^ to aslv l)(\voiul its mere maintenance for 
perhaps a score of years to come. 

The location of th(> institudon, al Komne.w the county seat of Hamp- 
shire, is an admirable on(\ The clinuile is iwiliaps as salubrious as can 
be foumi In (he State. Th(> summers ar(> usually cool and the winters 
rarely severe. Then aiioduu- most excellent featuic^ is tlie abundance of 
good water. The institution ov^'us its own water plant; the water for 
drinl<in)',, l)alliing and cooiiing piirjioses l)eing piped from a, mountain 
si)rliig SOUK! two miles distant. The grounds are larg(>, affoi'ding tlic^ boys 
i<ii cpportunily to engage in all kinds of athletics and (he girls a chance 
f(u- friendly c(Witests in basket ball and tennis. 

Till purpos(> of (he school is entirely educational and (Mubraees none 
of I li(> features of an asylum. The course* is forty wc(>ks, with twelve 
w(!eks' vacation, spent at home. A ten years' course is, in most cases, 
necessary for fitting and i)reparing pupils for (he dilliculties and i)roblems 
which the future holds in store for them. In connection witli the educa- 
(lomil l'(>a(ui'(( a practical course is given in carpentering, tailoring, 
baking, shoetnaking and printing for the deaf boys and in mattress, 
liroom and chair making for the blind. The girls are given a thorough 
and practical course In sewing and housekeei)ing, and it is hoped that a 
<'ooking s(diool may soon be installed. Then, too, the Institution owns a 
farm of 100 ac^res only half a mile from the school, where the boys are 
given an oi)i)()r(unity (o develop whatever tendencies (hey may have 
in ai< agricultural direction. The literary course is practically the samo 



WlOHT VlIUJINIA 93 

as that, adopted by llu; i)iil)lic schools. In IIk; blind (hipartnioni,, however, 
a course is given in Latin, (jernian and l']nKliHh literature and K<;oinoLry. 
Quite a good deal of attention is j)aid to music, and any blind pupil who 
has any inclinalion or talent is given ample opportunity to d(!V(!lop It,. 



The West Virginia Reform Scliool 

HY I). S. IIAMM'ONO, HUI'KKINTKNDKNT. 

The West Virginia K(;l'orm Scliool was established by an Act of the 
Legislature, passed February 11, 1889. Section 12 of said act i)rovidnd 
for a commission to be appointed by the Governor consisting of the State 
Superintendent of Free Schools and one member from each Congressional 
District of the State, who should within four months after the act went 
into effect select such location as it deemed best as the site for the West 
Virginia Reform School. 

These; commissioners aft(!r (examining dii'f(!i<!nt localities and con- 
sidering a number of ijropositions during the summer of 188!), finally 
accepted the offer of the citizens of Taylor (bounty, and locatcni the West 
Virginia Reform School at Pruntytown, the former county seat of that 
county, on the Northwestern Turnpike, four and a half miles from Grafton, 
the present county seat. The location, which is two miles from the 
Tygarts Valley River, is healthful and quite picturesque. 

The Board of l^irectors, composed of A. B. Sinnett, Kanawha County; 
J. E. Peck, Logan County; W. M. O. Dawson, Preston County; George E. 
Price, Mineral County; J. Hop Woods, Barboui' County, and J. C. Gluck, 
Ritchie County, held their first meeting at Grafton, in the parlor of the 
Grafton House, January 2, 1890. The meeting was called to order by 
W. M. O. Dawson, of Preston County, and organized by electing George 

B. Price, president, and J. Hoj) Woods, secretary. After a number of 
meetings and consultations the Board, on May 13, 1890, elected Professor 

C. C. Showalter, of I^ieston County, superintendent; he took charge of 
the property belonging to the school. May 21, 1890. The school was 
formally opened July 21, 1890, with one inmate, a white boy, committed 
by T. I^. Jacobs, Judge of Wetzel County Circuit Court. 

The following are the superintendents in their order: C. C. Sho- 
walter, D. W. Shaw, J. C. Gluck, O. E. Darnall and D. S. Hammond. 

The object of the school is the moral reformation, mental training, 
development and care of male minors between the ages of eight and 
eighteen years, both white and colored. The white and colored boys 
have separate cottages and dining rooms, though they have exactly the 
same privileges, advantages and care. Eveiy effort is made to elevate 
if possible each boy inmate to the intelligent, law-abiding and self-support- 
ing citizen. 

now COMMITI'KI). 

Male minors between the ages of eight and eighteen shall bo com- 
mitted in one of the following modes, viz: First, "by a Justice of the 



94 IllSHtltV ()!■ lOlllCAl ION 

I'OMcc of ;iiiy coiiiity in the Slulc." "on coiiiplaiiil mid due prouL' made to 
liiin l).v III*' i»iii('iil, Kiiiirdiiiii or iicxl I'lifiid of siicli minor, that by reason 
of inc,oirlKil)l<s '»'■ viciouH conduct, Hiicli minor lias rendered his control 
lieyond tho power of Huch i)arenl, j^nardian or noxt fiiend and made It 
manifestly i-cquisile llial from I'CKiii'd toi- llic moral and fuliii-c welfare 
of Hucli minor," he should be commillefl, lo llie licfoi-m Scliool. Second, 
by Ihe Slate (!ouils tor felony or misdemeanor. Third, by Die Wniled 
Sliiles DiHii'icI Couils, the (iovernmenl pnyiuK tor the miiinlenan<'e ami 
supporl ot (lie liiniMle, h'ourlli, liy icirenis or Kuardiiins wisliin!4 to i)lace 
a minoi- in llu! institution foi' lemporai-y I'estniiiil and :iKi"eeing with Ihe 
IJoai'd of l)ii-e('lors lo make a nu)nlhly i)aymenl for liis maintenance. 

KNItOM.MKNT. 

Sin<!e the sclni(d opened tor the reeepi ion ot inmates, July 'JI, ISltu, lo 
.lanuiiry, I'.HiT, tourlecn iuiiidred and titly boys hav(< been received into llie 
instilul ion. 

K.NKOI.r.MK.N r IIV IIIK.N .M.M. I'l'ltlOH. 

Hoys received from July 21st, ISlHt, to Od. 1st, IKIH) i; 

Hoys received from Oct. Isl, IXiM), lo Oct. 1st, lS'.t2 'JS 

Hoys received from Ocl . 1st, 1S!»2, lo Ocl. Isl, 1S!)1 inf) 

Hoys received from Oct. Isl, ISDl, lo ()(l. 1st, lS!Mi Ill 

Boys received from ()(^l . 1st, IKIHI, lo Ocl. isl, IX'.tS ITC 

Boys received from Oct. Isl, IKilK, lo Oct. Isl, llino 178 

JJoys received from Ocl. 1st, IllUd, lo Ocl. Isl, r.l02 25:1 

Hoys r(!ceived from Oct. Isl, liiuii, to Ocl. 1st, 1".M»1 2T.i 

Hoys receivi'd from Oct. Isl, I'.MU, to Oct. Isl, I'.IOC. 253 

Total numi)er received in llie histoi'y of the school 1,421) 

si:(a!i':(;.\'i ION. 

The inmales ot Ihe institution an' divided and ciassitied acrordiiiK 
to their a^e, menlalily, natural ai)irny and physical a|»pelites, as far as 
possible. This ciassilicalion is <ine ot Ihe very essential needs of any 
such instilulifin. AnylhiuK less liian a complele classification would 
impair (lie work of retormalion. 

I Mll'S'l'lilh'.S. 

The tollovvin^^ are llie (le|iarlmeiils in Ihe hades S( iiool : I'lumbin^, 
EnKineerinx, iOlect ricity, I'rintiuK. TailoiiuK, Laundering, SlioenuiUing, 
Cai'pentei-ing, HlacUsmilliing, HrickmaUIng, Coal-miniuK, and Oeneral 
Agriculture. Tliere are also Sewing, HaUing and Culinary Departments. 
The object of the trades school is lo add to Ihe educational advantages 
given in Ihe school of letters, an industrial training which will enable 
the boys, when they go out from Ihe inslitulion and ai-e llirown upon 
their own resoui'ces, to obtain Ihe means of living. lOacii industi-ial de 
partmeni is ollicered by a skilled mecliauic . and is in every way qualified 
foi- the worl< v\' making skilled nice liaiii<'s and I r.adesineii, as well as good 
citizens, (ioed w(uk is lieiiig dcuie in all these (h'pa il iiieiils. 



WKST VlROINIA 95 



SCHOOL or j.kttkus. 



The school of letters is one of the most iniporlanl features of the 
institution, as the sehool room is one of the ijlaces where the elements 
of reformation is best and most effectually instilled into the mind of the 
boy committed to the institution. Many boys need little more than the 
instruction given in our school of letters, and the mental and moral 
stimulus which naturally follows. All the inmates are required to attend 
school regularly at least nine months of the year, except the smallest 
boys, who attend school ten months in the year, with a short vacation 
at the close of each term. The school is divided into ois'ht grades, as are 
the common schools of the State, and the following branches are taught: 
Reading, Spelling, Writing, Arithmetic, Geography, Civil Government, 
State History, American History, Physiology, and Language. Boys do not 
drop out of school after they have passed the eighth grade, l)ut take up 
high school studies. The institution is fortunate in securing most excel- 
lent instructoi's in the school of letters. While we have tried to give an 
impetus to manual training and trades instruction, special attention has 
been given to the graded schools. 

RELIGIOUS SEKVICES. 

Our Sunday School meets at 9:30 in the morning, and the Interna- 
tional Sunday School Lessons are used. The opening services consist of 
songs, responsive reading and the lesson read responsively, after which 
the boys recite from memory the entire lesson. A review of the lesson is 
directed by the supeiintendent or some one appointed to talie his place. 
The teachers instruct the boys in the Sunday School lesson during the 
week, giving each class two evenings, so that they are all thoroughly 
prepared for the review on Sunday morning. There is preaching on the 
first and third Sundays of each month at 10:30 a. m. by the pastors of the 
churches of the town, and the second and fourth Sundays are filled by the 
superintendent or some visiting minister. The superintendent often 
holds seivices on Sunday evening in the chapel. We think much good 
is accomplished by the Sunday services, and we impress u|)on the mind 
of the boy that the only true life is the Christian life. 

MOC'TUUKS AND KNTERTAINMENTH. 

The institution is i)i'Ovided with a very healthful and atractive audi- 
torium. We have all the lectures, recitals and entertainments that our 
a])propriation for "Ministerial, Services and Lectures" will secure. We 
think that there is nothing outside of the religious services on Sunday 
which does so much for the boys as our lectures and entertainments. 
They are always delighted and benefited by them. 

The matrons of the several departments si)end an hour, from 7:00 to 
8:00 o'clock, Monday, Tuesday, Wednesday and Thursday evenings with 
the boys at their cottages. The hour is devoted to reading, i-eciting and 
singing, oi' to whatever the matron finds most heljjful and interesting. 

I'AKOI.K SYSTEM. 

The following arc the I'ules governing the granting of i)aroles: All 
grades are based on a term of two years' work. For unifoi-m good con- 



9G History of Education 

duct and progress in educational requirements there may be allowed a 
commutation of time, marked by double promotions, as follows: For 
six continuous promotions there shall be another double promotion; for 
six further continuous promotions there shall be another double promo- 
tion; for continuous good conduct each of the grades including 'honor" 
and "discharge" shall be commuted by a double promotion — these to be 
approved by the Board of Directors — so that in eighteen months from the 
time of admission a "Leave of Absence" may be granted. This "Leave of 
Absence" is granted by the "Board of Directors as a reward for good con- 
duct and a satisfactorily completed record, and holds good during good 
behavior or until the boy is twenty-one years of age, as shown by the 
records of the school. The Board may grant an "Honorable Discharge" 
to said boy any time they may deem it advisable after one year from date 
of "Leave of Absence." Said boy is required to keep the superintendent 
informed as to his location, conduct, employment and employer by 
writing at least once a month. The parent, guardian or employer is to 
write also and inform the superintendent of the boy's behavior. This is 
embodied, in substance, in the "Leave of Absence" card. This part of the 
contract is not always kept, but few boys have to be returned to the 
school. The great majority of the boys do well after leaving the institu- 
tion. The very best method for the reformation of boys is to subject 
them to a system of discipline and training which is found essential to 
the training of the normal youth to correct moral and social living. 



The institution is controlled by the Board of Directors, five in num- 
ber, who are appointed by the Governor, and the superintendent, who is 
the executive officer. 

The Board of Directors meets at the institution the second Tuesday 
in January, April, July and October. The executive committee com- 
posed of three of the directors appointed by the President of the Board 
to serve for three months, meets the second Tuesday of each month to 
audit accounts, to direct the work of improvement, and to advise with 
the superintendent in reference to administration. 

THE PLANT. 

The plant consists of one hundred and ninety-five acres of land, 
eighteen buildings, an electric light plant, by which all the buildings are 
lighted, together with a pumping station at the Tygarts Valley River 
from which the water is pumped into a large reservoir located upon one 
of the highest elevations on the farm, to supply the entire institution. 
A sewer line carries all refuse back to the river. 






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West Virginia. 



97 



FARM AND GARDEN PRODUCTS. 
Articles Produced in the Year 1906. 



Wheat 268 Bushels 

Corn 1800 

Potatoes 300 

Hay 42 Tons 

Roasting Ears 1300 Dozen 

Green Beans 600 Bushels 

Cucumbers 75 Dozen 

Beets 30 Bushels 

Early Onions 840 Dozen 

Mature Onions 15 Bushels 

Cabbage 2500 Heads 



Lettuce 225 Bushels 

Radishes 425 Dozen 

Tomatoes 525 Bushela 

Lima Beans 80 

Peas 7 

Turnips 25 " 

Celery 160 Bunches 

Peppers 800 Pods 

Pumpkins 450 

Strawbei'ries 156 Gallons 

Raspberries 54 Gallons 



The entire period from the opening of the school, July 21, 1890, to 
the present, has been one of uninterrupted progress and improvement. 
The moral reformation, mental training and development of the boys 
committed to the institution is being vigorously prosecuted, and when we 
consider the mental and moral condition of the boys when they enter, 
the improvement seems to be marvelous. We are not surprised to find, 
after examination, that the boys do not measure up to the normal 
standard of the average boy outside. When we consider the ancestry, 
environment and mode of life previous to conviction, of many of those 
committed to the Reform School, it is easily understood why they are 
mentally, morally and, indeed, physically below the standard. Many 
of them have but little if any home life; their parents, concerned only 
in the struggle for existence and frequently engaged in vicious employ- 
ment, are not able to give them more than an occasional thought, and 
when they do, it is rather to serve their own selfish purposes than to 
benefit the child. Just as soon as they are large enough they are put to 
work to earn something to help the family, and then they come in contact 
with an older and usually rougher class than themselves. The chances 
are that they have not been permitted to attend school, or if so, have 
played the truant and have neither the training nor the education 
with which to begin life on arriving at the period of adolescence. At this 
time in life they frequently run away or are obliged to leave home and 
shift for themselves, and are left largely to their own devices, with ill- 
defined ideas of right and wrong. With but little if any educational 
equipment and but little or no moral or religious training, they find it 
difficult to obtain a living, and soon violate the law and naturally gravi- 
tate to the reformatory or prison. 

With this picture of the conditions of birth and early environment 
of the average boy committed to the institution, we will give a brief 
outline of the method of treatment employed: 

Upon the arrival of a new boy he is taken before the superintendent, 
who talks with him of his life and the nature of the crime for which he 
has been sent to the institution. He is then instructed in the rules and 
regulations of the school and their meaning and the importance of his 



98 History of Education. 

keeping them, and is assured that by application and good behavior, to- 
gether with a manifest intention to obey the laws when released, he will 
be able to hasten his parole. Then the family history, as far as possible, 
and the personal history of the boy are carefully inquired into, and a rec- 
ord of the same preserved. A course of treatment is outlined which will 
meet as far as possible his deficiencies in education and will build up his 
mental, moral and physical condition. 

Special attention is given to ascertain how nearly the boy committed 
approaches the normal standard, in order to estimate his natural ability 
or capacity, as all this has a distinct bearing upon the educational 
measures adopted to help in his reformation and also effects to some 
extent the period of his detention. 

If a certificate from a reputable physician does not accompany the 
boy to the effect that he is sound in mind and body and free from all 
infectious and contagious diseases, he is taken before our physician and 
a careful medical examination is given him. He is then bathed and fur- 
nished with an entire outfit of new clothing and assigned his home, 
school and work. 

Enforced regular habits and systematic physical exercise enable 
almost every inmate to leave the school sounder and stronger than when 
he entered. Long continued military drill makes order, neatness and 
respect for law and authority, habitual, rt may be said that these things 
effect only the physical and mental sides of their nature, and that what 
they need is moral improvement. It is true at the start the average boy 
earnestly applies himself to these things without any love for them, and 
for the reason that he is told that only by making a certain record of 
proficiency in them can he be released; but in the doing there comes in 
time a development of that indescribable something which we call charac- 
ter, and everything is now looked upon from a different and better point 
of view. He acquires the power of persistent and concentrated effort, 
changes his aims and ambitions and becomes receptive to the more direct 
moral influences of the school. Religious instructions are faithfully im- 
parted. Through these and similar instrumentalities the object of the 
institution — "reformation" — is accomplished with reference to the ma- 
jority of the inmates. 

A system of education, to be efficient, must draw out, utilize and 
develop all the faculties of man's complex nature. These faculties are 
the intellectual, moral, emotional, spiritual. None of the great constitu- 
ent human faculties should be neglected. The physician must make 
health and secure sanitary environment. The teacher must enrich the 
mind and engender the ability and inclination for useful employment, 
and the counsels of religion must be used as the supreme instrumentality 
for arousing all that is noblest and best in the spiritual nature. Thus 
by a policy of "light and love," conceived in altruism and executed with 
tact, tenacity and enlightened zeal, will the delinquent be restrained and 
redeemed. 

The State, the supreme representative of organized society, the 
guardian of humanity's welfare, the dispenser of justice and mercy, cannot 
afford to impair its dignity, nor lessen the prestige which it so proudly 



West Virginia. 99 

maintains, by knowingly doing an ungenerous act, nor In the failure of 
known duty. 



West Virginia Industrial Home tor Girls 

BY HILDA M. DUNGAN, SUPERINTENDENT. 

The West Virginia Industrial Home for Girls was established by an 
Act of the Legislature in 1897. 

The first meeting of the Board of Directors was held in Clarksburg, 
July 28, 1897, to select a site. The members of the Board were Dr. 
Harriet B. Jones, of Wheeling; Mrs. N. R. C. Morrow, of Fairmont; Mrs. 
R. S. Gardner, of Clarksburg; Hon. John Cummins, of Wheeling; Hon. 
Stillwell Young, of Gaines, and Hon. J. Jerome Haddox, of Huntington. 

The towns of Corinth, Buckhannon, Huntington, Bridgeport, Clarks- 
burg and Salem offered sites, and on September 2, 1897, the site offered by 
Salem was accepted. There were 33 acres to which ten more have been 
a,dded. 

The Home is beautifully located on two hills with a pretty ravine 
crossed by a bridge, and a grove of trees forming a background. It is 
fifteen miles from Clarksburg and one and a half miles from the Salem 
station, on the Baltimore and Ohio Railroad. There is a station at the 
gate of the institution, named Industrial, at which all accommodation 
trains stop. There is also a PostofRce of the same name. It has an 
abundance of excellent water; and, being situated in the gas region, gas 
is used for heat and light. 

The cottage plan was adopted by the Board and the Home now consists 
of two cottages and a school building with a chapel on the second floor. 
The first building, Jones Cottage, named after Dr. Harriet B. Jones, 
the founder of tho "Home", was opened in April of 1899 with Miss Eliza- 
beth Clohan, of Wheeling, as superintendent; Mrs. Ophelia Trippett, of 
Preston County, as manager ,and Miss Mary Davis, of Harrison County, as 
housekeeper. The first girls came May the 5th, from which time there has 
never been room to accommodate all who have been committed. 

The "Home" is in no sense a prison, but a place of instruction and cor- 
rection, giving the wayward girl the environment of a well-kept home, 
where she is taught to be industrious and self-respecting, and is kept 
amid surroundings of refinement and Christian influences that must 
arouse some desire for a better, purer, nobler life. 

Incorrigible girls, truants, beggars and those in such surroundings 
that they are in danger of falling into habits of immorality and vice, from 
eight to eighteen, may be committed to the care of the "Home" until they 
are twenty-one. 

All girls do housework in the morning and attend the school of letters 
in the afternoon from 1:00 to 4:00. 

As soon as a girl is thought to be capable of earning her own living, 
she is found employment and given a trial, usually in a good home; 
there are thirty-three out at present, doing for themselves; many have 



100 History of Education. 

been placed in excellent Christian homes, where they are looked after 
morally, mentally and physically. No girl is allowed to leave the Home 
until every available eiTort is made to find out what kind of home the 
applicant offers. 

Already we see results in the moral, mental and physical improvement 
of those who have come under the beneficent influence of the "Home". 
In the changed faces, deportment and language, one scarcely recognizes the 
girls who entered a few months ago. Is it not worth while to help to 
make good women, and give these girls a chance? 



The West Virginia Colored Institute 

BY PRESIDENT J. MCHENRY JONES. 

The problem of negro education is by no means a simple one. How 
to lift an ignorant and long neglected race to the plane of the twentieth 
century requirements, fitting it for the complicated economic and moral 
duties of life, giving it the fibre to contend patiently for place amid the 
maddening competition of the business world; to lay bare the mistakes 
and follies of the first intoxication of long prayed for freedom and inspire 
with the spirit of real liberty and true citizenship millions of unfortunate 
but native born Americans, challenges the sacrifice of the deepest thought 
and the truest patriotism. , 

In studying the question we must not eliminate from our calculation 
the fact that we are dealing with the children of a race scarcely a genera- 
tion removed from slavery and around whom still cling many of the 
sad results of their parents' unfortunate past. In the minds of most of 
these children education and labor are distinct and opposite concepts. 
Education is associated with luxury and idleness, labor with ignorance 
and drudgery. To teach the nobility of labor and that the greatest 
usefulness and highest happiness are the handmaids of diligence is the 
mission of our school. In this work we must make haste slowly. We 
must guard against unfair standards of comparison and observe that the 
educational progress of a race cannot always be measured by a progress 
of things. Buildings and apparatus measure largely the progress of 
things, but time is a very important element in ascertaining definitely 
what has been the ultimate progress of hand and mind. 

The West Virginia Colored Institute, like the other agricultural and 
mechanical schools for the colored race^ is a child of the Morrill Bill. 
This bill was approved by Congress August 30, 1890, and entitled "A.n act 
to apply a portion of the proceeds of the public lands to the more com- 
plete endowment and support of the colleges for the benefit of agriculture 
and the mechanic arts established under the provisions of an act of 
Congress approved July 2, 1862." 

By this act West Virginia was apportioned eighteen thousand dollars 
and by act of the Legislature, session of 1891, fifteen thousand dollars was 
given to the West Virginia University, and three thousand to the West 



West Virginia. . 101 

Virginia Colored Institute, established by the same act. By the conditions 
of the act these sums were to be augmented until the University should 
receive twenty thousand dollars and the Institute five thousand dollars 
annually, which sums would be the maximum. 

Mr. J. Edwin Campbell, the first principal of the West Virginia 
Colored Institute, gives the following account of its establishment: "An 
appropriation of ten thousand dollars was made by the Legislature with 
which to purchase a farm of not more than fifty acres and to build a 
suitable building for such an institution. As the act provided that the 
institution should be located in Kanawha County, it was first thought best 
to purchase the property known as "Shelton College," situated on the 
lofty hill overlooking the village of St. Albans. But the committee ap- 
pointed, after investigation, reported adversely. It was then decided to 
erect a building at some suitable location. 

Finally, thirty acres of level bottom land was purchased from Mrs. 
Elijah Hurt, near "Farm," on the Great Kanawha River. This land is 
a part of the estate left by Samuel Cabell, deceased. Upon this farm the 
Board of the School Fund erected a building. 

Ground was broken August 25, 1891, and the corner stone laid Sun- 
day, October 11, of the same year. The building was completed about 
the 1st of April, 1892, and was received by the Board of the School Fund 
on April 20th. 

BUILDINGS. 

The main or academic building, Fleming Hall, which was the first 
erected, cost in round numbers about ten thousand dollars. It was care- 
fully designed and planned to meet the needs of modern education. Since 
its erection, the building has been considerably enlarged, and is now eighty- 
three feet long, seventy-six feet wide^ and is in every way modern in its ap- 
pointments. Besides an additional purchase of thirty-eight acres of land, a 
modern barn and seven other buildings have been erected upon the Insti- 
tute grounds. Five of these ai'e built of stone and brick; the others are 
frame buildings. 

MacCorkle Hall is a large and beautiful building, one hundred and 
six feet long and fifty feet wide and accommodates a hundred girls. 
Atkinson Hall, the young men's dorm.itory, rivals MacCorkle Hall in con- 
venience and beauty. The A. B. White Trade School, the most commo- 
dious and by far the largest building connected with the school, being 
two hundred and forty-four feet in its greatest width, with ornamenta- 
tions of stone and roofed with slate, would be a credit to any institution. - 
This building, erected at a cost of thirty-five thousand dollars and finished 
by the students of the school, is intended to contain all of the industries 
for boys. If we except the Armstrong-Slater Trades School at Tuskegee, 
this is the largest building of its kind in the United States, and without 
exception the best lighted and most convenient. Dawson Hall, the build- 
ing for Domestic Arts and Sciences, now in course of erection, when 
finished, will be the most beautiful building on the campus. This hall, 
built of brick and stone, will contain all the girls' industries, and the 
third story will be utilized as a Senior Girls' Home. These buildings, to- 



102 ' History of Education. 

gether with West Hall, a large frame building, containing the library 
and the departments of agriculture and cooking, and with the principal's 
home, a large and convenient frame building, constitute the buildings of 
the institution. All of them are heated by steam and lighted with elec- 
tricity. 

ALUMNI. 

It is a well-known fact that the worth of an institution is generally 
measured by the character of its graduates. The West "Virginia Colored 
Institute has a pardonable pride in the work of the Alumni who have 
issued from its walls. In all one hundred and sixty-one students have 
graduated from the school since 1896; of these eighty-five are engaged 
in teaching, three are successful pastors, two are machinists, one an 
atorney-at-law, sixteen are carpenters ,six blacksmiths, and twelve are 
dressmakers. The remainder are leading useful lives. A casual glance 
at the above figures reveals the fact that by far the larger half of the 
graduates from our school have devoted their energies to teaching. This 
is true of the first graduates from nearly all institutions for normal and 
industrial training for the negroes. It grows out of the great demand 
among us for trained teachers. Many of these teachers, however, follow 
their trades during vacation from school duties. 

THE COURSE OF STUDY. 

The course of study in the West Virginia Colored Institute is the same 
as that which is pursued in the other normal schools of the State. In 
addition to the book-work, every student is required to learn some useful 
trade before graduation. To do this, it is necessary to divide the six 
grades of the school into equal divisions, one-half pursuing book work in 
the morning, while the other half are in the shops and in the various 
departments. In the afternoon the first half go to the shops, while those 
who work in the morning have book work in the afternoon. In this way 
the pupils are given equal opportunities for mental and manual training. 

DEPARTMENTS. 

The school has six well equipped departments under the direction of 
twenty-two teachers, viz.: Normal, Agricultural, Mechanical, Domestic, 
Commercial, and Musical. The Normal Department has been previously 
discussed. In the Mechanical Department, Smithing, Wheelwrighting, 
Steamfitting, Carpentry, Woodwork, Brick Laying, Plastering, Printing, 
and Mechanical Drawing are taught. 

The Agricultural Department, besides giving a good course in scien- 
tific farming, also offers to students entering it practical opportunities iu 
dairying, poultry raising, stock judging, and general farm work. 

The Department of Domestic Arts teaches Plain Sewing, Dress- 
making, Millinery, Cooking, Laundering, and Housekeeping. 

The Commercial Course — designed to give the student a knowledge 
of business forms — besides giving a short course in Bookkeeping, has an 
excellent course in Shorthand and Typewriting. 

The Musical Department, besides giving instruction in Sight-Reading, 
Voice Culture, and Ear Training, offers an excellent opportunity for 



West Virginia. 103 

instruction on the Pianoforte. Pupils pursue the course of study in this 
school at a very small cost and with no extra charges for the use of a 
piano for practice. 

MILITARY DEPAETMENT. 

Besides the well organized departments above mentioned, the State 
provides for the appointment of sixty cadets^ who receive their uniforms, 
room rent, books and stationery free of charge. The course in this de- 
partment is both theoretical and practical; the first includes recitations 
in drill regulations, supplemented by lectures on minor tactics; army 
organization, administration and discipline; small arms, firing regula- 
tions, and other military subjects. 

The practical course includes military drill and gymnastics, target 
practice, military signaling, marching, and castramentation. 

NUMBERS. 

The school at present has an enrollment of two hundred and twenty- 
five students, which is the largest in its history. This number fills the 
present dormitories too full for comfort. Students are in attendance 
here from eight states; as we have said before, one hundred and sixty- 
one graduates have gone forth from the institution, to say nothing of 
the large number who have gone into the field of life without finishing 
the prescribed course. 

INCOME. 

The income of the school is derived from two sources: First, an 
annual amount of $5,000 received from the Morrill Fund; second. Legis- 
lative appropriation. The money received from the United States Gov- 
ernment can be applied only to instruction in agriculture, the mechanic 
arts, English language, and the various branches of mathematical, 
physical, natural and economic science, with special reference to their 
application in the industries of life, and to the facilities for such instruc- 
tion. The State has dealt very generously with the West Virginia Colored 
Institute, as the following list of appropriations will show: 

1891 $10,000 

1893 14,000 

1895 16,000 

1897" 29,000 

1899 39,000 

1901 66,000 

1903 54,000 

1905 64,705 

Total $352,705 

The idea which has dominated the school from its beginning has 
been that thrift, education and religion were necessary to lift the negro 
to the full enjoyment of modern civilization, and following out that 
original conception, the school aims to teach the hands to work, the 
mind to think and the heart to love. 



104 History of Education. 

Bluefield Colored Institute 

BY B. P. SIMS, PRINCIPAL. 
AN HISTORICAL NOTICE. 

The West Virginia Legislature, February 21, 1895, passed an act to 
establish a High School at Bluefield, Mercer County, for the colored 
youth of the State. The act provided that the school should be known as 
the Bluefield Colored Institute, and carried with it an appropriation of 
eight thousand dollars for the purchase of lands and the erection of a 
building. 

On the 17th of October, 1895, the Board of Regents, composed of Hon. 
Virgil A. Lewis, then State Superintendent of Free Schools; Hon. William 
M. Mahood, Hon. George M. Bowers, Hon. Joseph Brady and Hon. 
John S. Marcum, organized at the Bluefield Inn, and purchased for the 
sum of eighteen hundred dollars four acres of land on a beautiful em- 
inence overlooking the city of Bluefield. 

At a meeting held in Parkersburg, February 10, 1896, a contract was 
let for the erection of the school building, and Hamilton Hatter, then a 
teacher in Storer College, at Harper's Ferry, was elected principal of the 
Institute. All things were in readiness for the reception of students on 
the 6th of December, 1896. 

COLLEGE HALLS AND DOBMITOIUES. 

These are three in number, and when the sum of money expended 
thereon is considered, the Institute is highly creditable to the State. 

Mahood Hall, so called in honor of Hon. William M. Mahood, who 
was the author of the Legislative bill establishing the school, is the 
college building. It was in part erected in 1896, and for eight years was 
used for school purposes. In 1902 the Legislature appropriated the sum of 
eight thousand dollars for the purpose of finishing the structure accord- 
ing to original plans. It is one among the best appointed school buildings 
in the State. The building is 7914x68 feet and combines beauty and 
utility in a high degree. On the first floor are five well lighted recitation 
rooms, two cloak rooms, a study room and the office of the principal. 
On the second floor is a commodious auditorium with a seating capacity 
of about eight hundred, and also the rooms of the Domestic Science De- 
partment. 

In 1897 the Legislature made an appropriation of four thousand 
dollars to erect and furnish a GirlS' Dormitory. This was received by the 
Board on November 20 ensuing. The Legislature, in 1903, appropriated 
six thousand dollars for the purpose of enlarging this building. It is 
a four-story frame structure with a wing two stories high and having 
porches extending along the entire front, and contains in all seventy 
rooms, all of which are furnished and fitted with necessary appliances 
according to their several uses. It is supplied with hot and cold water, 
heated by steam, lighted by electricity, and furnished in every way to 
make it both attractive and comfortable. It is an ideal home and provides 
accommodations for more than one hundred girls. 




Music Hall. Morris Harvey College 




Beckley Seminary 



West Vieginia. 105 

The Boys' Dormitory, erected in 1900, equals Lewis Hall in con- 
venience. 

COURSES OF STUDY. 

The school offers instruction in two courses of study — the Normal 
and Academic. The Normal Course is the same as that followed in the 
State Normal Schools, and is intended to give thorough training for 
teachers. The Academic Course fits for college. 

As the students that come into a school of this kind lack — and this 
will no doubt be true for years to come — much of the training which 
is given in well regulated homes, the Board has very wisely provided a 
Domestic Science Department, wherein girls are taught sewing and 
cooking. 

Instruction is also given in vocal and instrumental music. 



COUNTY SKETCHES. 



Berkeley County 

BY E. H. TABLEB, SUPERINTENDENT. 

Berkeley County occupies the central portion of the "Eastern Pan 
Handle"; it has an area of 257 square miles and a population of 20,000. 

Free schools were first established in Berkeley County in 1866, with 
J. Canby as Superintendent. The seven districts following were organ- 
ized: Mill Creek, Gerardstown, Arden, Hedgesville, Martinsburg, Opequon 
and Falling Waters. The amount derived from the State school fund 
was $3,330.10. The enumeration of school youth was 3,898. 

Harrison Tabler, David Thompson and Jacob Miller, Commissioners 
for Opequon District, met at Greensburg, March 6, 186G, and organized the 
district by establishing schools at the following places: Butts Town, 
Greensburg, Smoketown, Liberty Grove, Myers and Ridenour, Thomas 
Williams being clerk of the Board. 

Dr. Thomas J. Harley, Jacob Ropp, and Thomas L. Harper, Com- 
missioners for Hedgesville District, met in the village of Hedgesville, 
April 16, 1866, and organized the schools of the district by establishing 
schools in nine sub-districts, viz.: Hedgesville, Little Georgetown, John- 
sontown, Silers, Tomahawk, Pitzer's Mill, Dry Run, Welltown and North 
Mountain. George W. McAllister was clerk of the Board. 

Schools were established in Mill Creek District at the following 
places: Bunker Hill, Darkesville, Sylvan Retreat, Pine Grove and Three 
Runs. 

No record is left of the other districts. Fifty-four teachers' certificates 
were issued that year. The Superintendent's salary was $25.00. 

By the year 1869, the school sub-districts of the county numbered 
forty-one, in which forty-five schools were in session. Fifty-two teachers 
were employed; seven new schoolhouses were built; 4,936 school youth 
were enumerated, of which number an average of 1,428 attended school. 
Teachers' wages averaged $40.00 per month. There was expended for 
land $165.00, for houses $8,559.02, and for apparatus $442.25. Seventy-four 



10G HiHToicY oil' Education. 

loaclioiH recolviMl (toillflcalos, Issuod In half grades, from one to five. 
E. S. Lacy was County Suixiilntfiidoiil.. 

Jiy an net. of Ihv LcKlHlatiiro of W(!Ht Virginia in 187:5, Martinsburg 
was miuio an iridcpoiHlcnl dlHtricl, iind tlic^ i)oworH given the Coininlssion- 
ors were enlarged hy an act pawncid In IK7r). David Spoer was the flrst 
Superintendent. 

Nothing of moment seems to have occurred in the country districts 
until I8SS, when IX II. Dodd was appointed County Superintendent to fill 
the VHcaiKiy created by the death of M. T. Kowen. Mr. Dodd introduced 
the grad(!(i Hysteni for public schools, which had he<(n inaugurated in 
Monongalia county by Profes.sor A. L. "Wade, and which had become so 
popular In many parts of the state. He also Issued a complete catalogue 
giving the claKsincation of all the schools of the county; which plan is a 
very Important aid in the graded school system. 

During Mr. Dodd's adniinistralion education reached a lilgh plane, 
whhdi is <!vid(!nced by the tcacliei-H' examination of 1889. Out of 73 
candidates r>(! received No. 1 cerliflcatcs. Up to this time seventy schools 
had b(!en established, taught by seventy-five teachers. In the school 
examination, under Mr. Dodd's graduating system, twenty-nine pupils 
comi)Iol('(l the course and received dli)lonuv8. 

From this liine down to the iJi-ewnt U(irk((iey ('ouuly K(dioolH have 
been among the Ixist In the States We now have eighty-one schools, ex- 
clusive of Mailiiishurg Indcpiiiidciit DiKlrlct. Mart insbui'g has thirty-ono 
schools. 

Our school houses arcs of brhiit or riaiiic, seated with hygenlc desks; 
most of tlicin liave real slate blackboards, and are provided witli charts, 
glol)os, apparatus and International dictionaries. 

The I'ollowing hav(! served as County Siiixiriiilendents: J. Canby, 
J. S. Ilelllg, 10. S. Lacy. W. S. Penlch, E. M. Walker, E. S. Tabler, J. P. 
Stumj), S. L. Dodd, II. S. Butts, M. T. IJowen, D. H. Dodd, P. T. Keesecker, 
C. C. Tabler, James Snyder, J. W. Shirley and B. I-I. Tabler. 

Hodgesvlllo District luis the honor of having the only real graded 
school of the country districts of the county. She has furnished eight of 
the County SupcM'lntendents. 

Out of Litth^ Ceorgetown School, of this district, have come eight 
public 8(diool teachers and three County Superintendents. 

The onumeration for this year Is, in the country districts, 4,048; in the 
city ol" Martinsburg, 2,4(;(). Tlie amount derived from the State school 
fund for (list ribiil Ion among the country districts is $!), 149.00, less 
$42r).()(). lh(> sahny of (he County Superiutendenl. The amount approprl- 
a(<'d to tln^ city (if Mintinshiirg is !fr.,:!01i'.00. 



Brooke County 



ItV OKOUdK VV. IKKKi, HU TKUI IN'riON DION'r. 



The County of Hrooke, although it is lh(> sinallosl in the State, is unex- 
celled if. indeed, equalled in educatioiuil advantages. Having a total area 



Wmht Vii{<iinia. 107 

of less tliau oiKhty-llvo h(|iiiii(» milcH, llic laxiihlc proiKMly wllliin IIh boim- 
flari<iH iH valued at $I2,(;00.(){)().()(). It Is travoiHcd l)y Uio WabaHli, Pan 
Ilandln, and PittBbur^?, Who(!llng and Kentucky railroads. Tlioro aio twenty- 
four miles of electric railways in the county. Three modern steel bridges 
span the Ohio Rlvor, alTordInK oxcollent tranHportatlon faellltloH to the 
numerous numul'ucldrlnjj; enterprises loc^ated hv.vo. 

WiMiiii {\hi (county iiro miirierouH rural BehoolH hoiimid in eoinl'ortablo 
buildiiiKH, ill! well »>(iulpp(Ml wKli ebarts, iruipH, KlobcH, slate blackboards, 
Ilbrarkis, etc. There are five graded schools (!ini)ioylriK from four to ten 
teachers each, and two high schools. Within the county is also located 
Bethany College, established in 1840, which is in a flourishing condition 
to-day and one of IIki iuohI, widely and favoi'ably known collegeH of the 
count ry. 

For the adniinisi r:it ion of i)ul)lie S('liool affairs th(! county is dlvichid 
Into three districts — Huffalo, (!roBS Creek and Wcdlsburg. Wellsburg 
Independent Dlstrhit has bad an established high school for many years. 
Cro'tiS Creek District, at an election held November G, ISiOG, voted to 
establish a high school at Follansbee. The high school building Is under 
course of construction, and when coniplet(>d will have cost twenty thou- 
sand (lollai'S. The Cross fJrcu^li iJoard of IO(lu(;atlon is also building a new 
four-room s(;liool at Collicus. Hul'fulo District has a suilal)l(! building and 
is taking steps toward th<! cent i-ali/at ion of s(!V(!ral sciiools at tlie town 
of Bethany, and at other pliuien in tli(! disiiirl, wlieiM^ cent r;ili/,;i,l,ioii will 
be expedient. 

The great induKlrial (liiveiopiiicnl now in progress Is l)r-lnging large 
nuinlHU's of p(!Oi)le into the couirly, and \.hv. population will have I'eaclutd 
the twenty thousand nrark l)y the; close of the pres(!irt de(;a(i(!. But the 
natirral wealth and advant,ag(!S of the county, due largely to llie railroads 
and Industrial enterprise of our- cllizcais, Is so great that tlr(! ral<! of taxes 
for school purposes is Buri)risingly low in coiriparlson with nrany other 
less favored localities. 



Cabell County 

rrtA r'. rrA'ir^ rr':r,r). Hrir'r':rcrN'r'r';Ni»i':N'i'. 

(lalxll (;()irirly, frarrn'il in IK(»!), fiorri Kanawha, and named fiorri 
Williain 11. Caltell, a for-nr»M' (jovernor of Virginia, has an area of .'iOO 
H(|rrare miles. It Is situated In the southwestern part of th(' State and is 
srriroirndcd l»y th(! <ourili(;s of Mason, l^utnam, Ijincoln and Wayne. It 
contains the northern jjor'tlon of the fertile Ciryan Valley and the Mud 
River Valley, and with its twenty nrlles of rich fertile soli bordering on 
the Ohio lllver, embr-aces one of tin; best farming and stock raising dis- 
tricts In the State. 

'I'he early settler-s w«!ro attracted to this sjrot by the fertility of the 
soil and the abrrndance of fhu; tlrrrl)er- that, stood along its navigablo 
waltn'S. As Ihc; families Iniuoased in niirnbei-, the necessity arrd Inrport- 



108 HiSTOBY OF Education. 

ance of schools began to be considered. There is no record to show when 
the first school began its existence in what is now Cabell County. As 
Cabell was of the territory harassed by border warfare, hers was a 
dangerous and unsettled condition until the question of race supremacy 
between the whites and Indians was settled in favor of the whites at 
the memorable battle of Fallen Timbers, on August 2, 1795. Social and 
educational life in Cabell, or what later became Cabell County, may be 
said to date from this important event. 

Up to the time of the establishment of the free school system, the 
facilities for elementary education consisted of schools supported by pri- 
vate subscriptions. The few school houses, scattered about over the 
county, were rude structures. The walls were built of unhewn logs 
thatched with sticks and clay; the floors were laid with slabs or pun- 
cheon; the chimneys, occupying a greater part of one side of the houses, 
were built of sticks and mud. For windows, a part of one or more logs 
was cut out, allowing the light to enter through a row of glass one. or 
two panes deep, or through strips of greased paper fastened over the open- 
ing. The furniture consisted of benches without backs, made of split 
slabs brought from the adjacent woods. To say the least, these houses 
were very uncomfortable and inconvenient; and as they were situated so 
far apart, attendance at school was very light and irregular. 

These schools were presided over by teachers imported from Ohio, 
Pennsylvania and other states, who, at best, possessed only the rudiments 
of an education. In contracting for schools they would obligate them- 
selves to teach spelling, reading, writing and arithmetic to the "double 
rule of three." Notwithstanding their meager attainments, however, 
these teachers accomplished a good work in preparing the people for the 
reception of the free school system which was to come during the un- 
settled period of Civil War. 

Among those who were most actively engaged in the pioneer educa- 
tional work of the county may be named, Robert Coburn, John Coburn, 
E. E. Morrison, Robert Barbour and Chas. Simpson. Of those since en- 
gaged in the upbuilding and development of the schools of the county, 
Wm. Algoe, C. W. Paine, T. B. Summers, Wm. Bramlette, Jno. J. Rousey, 
Geo. Kaiser, C. K. Thornburg, Frank Herndon, L. W. Wilson, Henderson 
Davis, A. H. Melrose, Henry Lambert and R. F. Brammer are worthy of 
mention. For the purpose of government and to meet the requirements 
of the act of December 10, ISOIJ, the county was divided into five super- 
visol*y districts, which number — changed in name to magisterial districts 
— remains the same today, with the exception of the independent districts 
of Barboursville, Central City, Guyandotte and Huntington, which have 
since been created. I am indebted to Mr. T. B. Summers for information 
regarding the roster of County Sui)erintendents in their order, and for 
some statistics of his administralion as County Superintendent. 

The first seven of these were non-political, appointed either by the 
county court or the Board of Supervisors. The first four were the sole ex- 
aminers of the county. 



West Virginia. 109 

J. M. King 1866—1868 Geo. R. Dlume 1886—1888 

T. B. Kline 1868—1870 J. D. Carter 1888—1890 

Jolin W. Ciiurcli 1870—1872 Henderson Davis 1890—1894 

Wm. Algoe 1872—1874 C W. Paine 1894—1898 

D. L. Duncan 1874—1878 Jno. J. Rousey 1898— 1902 

T. B. Summers 1878—1884 Ira F. Hatfield 1902— 

P. M. Malcolm 1884—1886 

The Boards of Education of the county including those now in office 
are to be commended for their zeal and energy displayed in providing 
comfortable structures for the housing of the school youth of the county. 
These at present are nearly all modern one-room frame buildings, well 
lighted and ventilated, furnished with patent seats and desks; but many 
of them are deficient in school apparatus, — charts, maps, globes, etc. 
These creditable school houses, together with the one hundred and thirty- 
four live, energetic teachers in charge of them, are a tribute to the ad- 
vanced educational sentiment of the county. 

The teachers' institute work is gradually improving as the desire of 
teachers for higher professional standing increases. Our county insti- 
tutes are the central point of interest for teachers in the school year, so- 
cially and educationally. The great interest displayed in these institutes 
both by teachers and the public prove them to be in high favor with the 
people. The district institute and teachers' reading circle are gaining 
ground as indispensable factors in supplying the needs of the district and 
for the betterment of the teaching force in general. 

The independent district of Barboursville was established February 
12, 1867. The Board of Education has the same powers conferred upon it 
as belong to Boards of Education of magisterial districts, thus giving it 
power to establish a high or graded school, as provided in Sections 24 
and 26 of the school law, and prescribe branches to be taught and a course 
of study for same. The school has lost considerable of its importance 
since the establishment of the Barboursville Seminary in 1888, but in re- 
cent years interest in the graded school has revived. Recently, a four- 
room brick building has been erected to meet the demands of a rapidly 
increasing population, which is now scarcely large enougli to accommo- 
date tho district. 

The Milton graded school has, in most respects, met the approval of 
the people of that thriving little town and of the people of the district in 
general, admirably serving its purpose in the regular school terra as a 
graded school and taking its place later as a spring and summer normal. 
The school this year is al)ly managed under the car« of its genial and 
enterpiising principal and corps of teachers. 

Central City has made such rapid strides toward the front of late, in 
business enterprise, increased population and in school affairs that it is 
hard to keep pace with her. Her schools have long been a recognized 
force in the educational affairs of the county. By a recent act of the Leg- 
islature Central City was made an independent district, and is making 
good use of the new opportunities thus afforded. The erection recently of 
a splendid four-room brick building, with a spacious auditorium overhead, 
Is proof of her growth and entpr|)rise. The schools have reached a stage 



110 JllH'IOUY OK EdIKIATION. 

undi-.r i.lii: HujinrviHlon of Superlntendruit (i. W. I'llchard, Becond In luipor- 
tance only to thoHo of lluntinglon. 

Gijyandotto JH one of our oldoHl towuH. IJer HchoolH have boon open 
for many yearB, making blow but Bure progreHB until today there are nine 
rootriH in uh(;, Jn<:lii(llriK Ibe colored Hcbool. ThftHo are now crowded 80 
that tho building of more liouHes 1b becoming Imperative. The Hchoola 
are Krudr-d and claKHifUid, the |)iipilH r<!c,elviiiK all the bcjnelltH of a graded 
courHo of InHtructlon and high Hchool actvantageb combined. The Bchools 
ar<) at present doing excellent work under the management of ProfuBBor 
11. I). (Jroves, Principal. 

The writer In cIoHlug thlH Hkctlch, f(!elH It IiIh duty to pay a tribute 
of reHpect to the on«! bundled brave, Helf Hacrlflcing teachers struggling 
against wind and w(!al.her and the many adversities attendant upon edu- 
cational endeavor in rural districts. They are the onen that must furnish 
onthiislasm foi- the indifferent patrons and stimulus to tho tardy youth. 



Calhoun County 

IIV Wi;i.MN<i'l'ON I.KHI'KIl, HUI'IOIIIN'IKNDICN'J'. 

In tills skelch, it is j)ropoHed to give only a brief outline narrative of 
the cfniise of edu(tallonai alTaliH of tlu! tcirrltory now embraced In Cal- 
houn county from lis earliest settlenKmt down to the present time; and In 
order that the reader may have tho best position from which to view tho 
subject, It Is deemed expedient to speak first briefly of the territory itself, 

'IMF, Trcimrrf)uy. 

n«!gliining on llie W<'Ht i<'ork of the Ijittle Kanawha river, at a point 
about one nilie above the mouth of this branch, and iiroceedlng up the 
same, this strciam marks the Bouthw(!Stern limits of Oalhoun county, until 
wo reacdi Ihe point where the watcsrs of Henry's Fork How Into the West 
Fork, when the boundary line leaves the West Fork, proper, and deflecta 
to tho south and follows the course of Henry's Fork to tho mouth of 
Beech Fork, and th(!nco winding among the hills, with a small bend to the 
noutli, It reaches the c;iay county lliu! and from this point eastward the 
county Is bounded on the south by Clay and ilraxton. Tho entire eastern 
boundary is fixed by the (jllmer county line, which is Irregular throughout 
its (ixtent and makes one long bend to the west, thus (tarrying the eastern 
limits of Calhoun county at that point far Inward. The northern limita 
are flxcul by the boundary lines of Wirt and Ritchie counties. 

WKhin (he boundary above set out is contained the territory, which 
was stricken from (Jlimer county and In the year IHGO, took upon itself 
c!orporate existence under the name of tli(! county of Calhoun. 

in (be northern part, tho liittle Kanawha river, in its devious course 
from east (o west for more than thirty miles, its waters receiving 
many tributaries, winds It way among the hills. More than one-half 
">t (he (erillory and by fjw" (hci best and most jiopulous portion of 
the county lies between the Little Kanawha river and the West Fork. 



Wkht Viiii;iNiA. Ill 



KARi.Y Hicrri,n;uH. 



The flrst Hettlors for (ho moHl, part look up their abodo along the val- 
leyH of the Little Kanawha and the West Fork, and were dcHccndants of 
the pioneers of Virginia. Like their progenitors, they were daring and 
enterprising. 

Till'; VAr,i,ii;y of tiiii; wkht fokk. 

In the fertile regions of (Ik; Vullcy of Mic> W(!Ht Fork, the Bottlers wore 
«o few and far removed from »!a(;h other that for awhile sehools wore Ira- 
piaetieabh; and the (MJueatlon of the (;hil(ir<;n waw hikIi as tlufy i(!<velved at 
their homes under the Instruction of their parents, and such persons as 
occasionally sojourned among them. It was not until about the year 
1840 that an attempt was made to teach a school In that section. Charles 
Arnold, John Shed, Charles Preston and Anile Sllcott were among tho ear- 
ly teachers of this part of the county. 

TIIK VAI.MOy OF IIIK 1,1111,1'; KANAWHA. 

What has been said of the early R(!ttlers of tho WcHt Fork valley Is 
also api)llcable to the early settlers along the Little Kanawha, a neighbor- 
hood consisting of only a few families. Tho flrst assembly of pupils within 
the territory of Calhoun county that could be called a scthool was taught 
near the neck of the Big IJond In tho winter of 1828 In a small log cabin 
seattid with rude hcinches and lighted by means of greased paper windows. 
Kphrlam Slers was the teacher. 

TlIK I';AKI,V H<!IM)<»I,H AND TKACIIKRH. 

The early schools were taught as follows: In the Ilardmau Bend la 
1838 by Daniel Hill; in 1840 on Pine Creek, by Flelden A. Knight; and in 
the same year on the south bank of tho river. Just above QrantsvUIo, by 
TlaniHon f/unningbain ; in 184 1 on I'iiK! Creek, near St(!ve(iH w.boolhouHe, 
by Wm. T{«;nnett; and at tho same place In 1842 by Augusta C. Modeslt; 
and In 1843 by Ilev. John Bennett. From 1843 to 1850 several terms wera 
taught on the right bank of the river, about three miles above Grantsvlllo, 
by Kev. Jonathan Smith. In 1847 a school was conducted on Big Hoot by 
Elizabeth Betts; and one on Yellow Creek in 18GS, by Harrison K. Ferroll. 
Cal Kesslnger, Anne Betts, John Woodford, Joab Wolverton and Annv 
Cami)bell may also be mentioned as early teachers in this scictlon. All of 
tho ploncjers of education, whom I have mentioned, have long ninco gono 
to their flnal account. 

About the year 18G0, the public mind became centered upon tho groat 
struggle, then Imminent betwcn the North and the South. This was the 
all absorbing question of the day and tho thought that otherwise might 
have been glv<;n to the cause of education was now diverted to Internal 
strife; what little order had developed was suspended. During the entire 
period of the war and for more than a year after Its close, there was only 
a fitful bestowal of tho distracted public mind upon tho cause of education. 

The Free School System did not go Into operation In this county until 
the estrangements engendered by civil strife had In a measure passed away. 
Until this time, all schools had been taught under the private subscription 



Ilii IliHioicy oi' IOi)I'<;a'ho.\. 

yidii, iiiMl of <;ouiH<i IJh; ijuy of l)i«5 f.<'ii(;/i«;i w;ifi HhiIMmI. The tcachcr 
would oft,<;n hoard and lodgts amoitK Hit: itutroim of Ui<; (i<:iiool urid wuu not 
(txyi:<:\f(l to pity for hlH "ke«p." 

(;ot;iiH(!; and icx'imni' or iNHTHfic/nny. 

'I'lin »',iit))<(:)ii, iimmlly tuu^';ht In thorn t^aily mhoolH wore spelling, read- 
liiK, willliiK imd iull)i(n<-tl(:, and In floni*) of the latiu' oni!H, KeoKraphy and 
Kiai/iniiir Much of tlie time and rniMyy ef the |>iii)lh) wuh devot<;d to th« 
HiihJ<!<t of HpfdllnK. Jt"!UdlnK wan taiiKht with a ni)»;';lal «!ffort to 8<!<:iire 
a loud and dlMtlnc:t utterance. Writing wan reciulred to he done by the una 
of penH, made from tho largo fcalJjejM of blrdo, and Ink wan often made 
from walnut harlt, maide lmrl< and Inrllgo; uilthmetle waH the only 
mathttmalicH laiiKht and one who could Initlrucl iIk* piiplln l.htM'idn, aH far an 
tlM! douhio nili^ of thr«'c, compound proportion, wan regarded aH well <;(julp- 
perl foj- Icitcliln^^ I hilt MuhJ<:el. HcoKiaphy and K'unimar were prohal>ly tho 
Itrntii undciiitiiod luid moid, poorly tauKht Huhjictii In tli<i Hchoolu of thin 
period. 

A NKW I.KA. 

A new er.i In llie educitlonul iilT;ili» «rf the county hej'.in wltli tlm 
coming of the li'ree Mc;ho<il Hyutijm. After the eloH<; of the f!lvll Wai', tho 
old ordf^r of IhliiKH complet<dy gavo way to the. new. The ('onnl Itutlon of 
IS7U, placed the hcIiooIh tinder tho general Hup«!rvlHlon of a Htute Huper- 
Inlendent and the Ii<iglMlature waH given power to provide for County 
HuperlntendentN, who Hhould have a limited control of tho nchool affairs 
of llm «'Ounly, and whoHO ti-viu of ollho wan at flrHt two yearn, hut waB 
liilci leriKlhened to four yeiirn. 

(lOIINTY HDI'KUIIN'riCNKMN'I'H. 

(Jiilhoun crninly liiin hud llie folhjwlng County SuperinlcndcntH of Freo 
HchooJK : 

J(»lin MeiMHdt lR<it5 18(i« h II. TrIpp.tM 1882-1884 

Ahtxamler Ulce 18(18 1870 Wlllliim M<;t7, 1884—1886 

David Knlglit 1870-1872; JameB IS. Forrell 1886—1888 

Patrick MrulTy 1872—1874. l<). Clhenoweth 1888—1890 

J. V. Knight 1874 1876 Hruco Ferrell 1890—1892 

It. W. Hall 1H7<; 1878 Mc* lloiiKlnn 1892—1894 

French M. Ferrell 1K7H IS«0 .lolin II. KoherlH 1894-1898 

Diinlel Mlurm IHKO IKKli WelllnKlou Lcnlrr IKDH I!)(l7 



Grant County 

itv .1 I., iiii:xuoAit. Hiirii:uiN'i'KNnii;N I, 

Oriiiil county, nurned In liiuior of (li^ncrnl (Iniiil, wan foi nud fi (iiu tho 
county of lliirdy In IKtlC, It Ih Hllualed In the ouHlern panhandle of Ihe 
Hliile iitid Hurrounded hy tho coiintleK of Mineral, Hardy, I'endUtton and 
TiK'ker. It IticliKlcn llml [lorlton of Iho Houlh liraiKrh Valley In and about 



West Virginia. 113 

Petersburg, the soil of which is very fertile and well adapted to corn and 
wheat Rrowing. To it also belongs that part of the Alleghenies from Min- 
eral to Tucker county, which is covered with fine timber, among which la 
the famous maple sugar, which brings to the farmers a considerable rev- 
enue. The surface of this region Is underlaid with coal. It contains the 
new mines at Henry, Bayard and other points. 

As to the educational position and development of the county, we feel 
that rapid progress has been made, and we believe it will compare far 
vorably with otlier counties of equal advantages. 

The first free schools of Grant county came into existence with the 
organization of the county, numbering the first year fifteen or twenty. 
They were taught principally in log hou.ses with a si)ace between floor 
and ceiling of little more than six feet. They were built upon the theory, 
"The smaller the space the easier to warm." Since then the number of 
schools has increased to about seventy, the majority of which are roomy 
and comfortable. 

For the great improvement in school buildings and furniture in Grant 
county perhaps no man in the county deserves more credit than Edward 
F. Vossler, who was born and educated in Germany, and located in Grant 
county In his early life. He was the first superintendent of the county, 
and has ever since been in some way connected with the public schools. 
As a member of the First Free School Legislature under the new consti- 
tution he was chosen on a sub-committee with State Superintendent W. K. 
Pendleton to frame the Free School Law of 1873. 

Of the superintendents who followed were Wm. M. Davis, from 1879 to 
1885; J. C. Judy, from 1885 to 1889; H. W. Kuhn, from 1889 to 1891, and 
J. L. Rexroad, the present supeiintendent, who has served in the office since 
1891. Under the latter's supervision about thirty new houses have been 
built, nearly all of which have been furnished with modern desks and a 
moderate supply of apparatus. 

The examinations for teachers for a number of years prior to the 
Uniform System were rigid, and a scarcity of teachers resulted. The 
motto of the examiners was, "Hotter be a little short than have a sur- 
plus of inferior teachers." 

The first year's uniform examination did not diminish the roll of 
teachers In the county. At the close of the examinations for the first year 
under the uniform system, no applicant failed, and no teacher was turned 
away with a lower grade than formerly held under the county board. 

The school system of the county is In fairly good condition and there 
is a growing sentiment toward a longer school term and better teachers' 
wages. 



Hancock County 



BV T. M. COCIIBAN, StJPEBXNTENDENT. 

The writer has been unable to ascertain just when the first school was 



114 History of Education. 

established in the territory now included in Hancock county, but it is 
certain that schools were taught at least a century ago. 

Most of the schools of that period were kept by Irish masters, the 
opinion prevailing that no one but an Irishman could teach school. We 
are told that some of them were sadly deficient in learning and most of 
them ever-fond of strong drink. 

Prior to the organization of West Virginia as a separate State there 
were no free schools in the county, although an effort was made in 1852 
to establish free schools under a sort of local option law passed a short 
time before by the Legislature of Virginia. J. H. Atkinson canvassed the 
county in the interest of free schools, but when the votes were counted 
they came a little short of the required three-fourths majority. 

Among the earlier teachers in the county was J. H. Atkinson, who for 
several years taught a subscription school in what was known as the 
academy building in Hollidays Cove. Mr. Atkinson was afterward chair- 
man of the Senate Committee on Education in the first Legislature of 
West Virginia and drafted the first free school bill and was largely instru- 
mental in its passage. Mr. Atkinson was a life-long resident of New 
Cumberland, where for a number of years he was a manufacturer of fire 
clay products, and afterward engaged in the practice of law. During 
his long life of eighty-five years Mr. Atkinson took an active interest in 
educational progress and was a familiar figure at teachers' institutes. He 
died January 3, 1906. 

Thomas Bambrick taught school in Fairview seventy-five years ago and 
several of his descendants are among our best teachers of to-day. 

Free schools were opened as soon as the law establishing free schools 
became effective, and they have made rapid progress; always maintaining 
a high standard of qualification for teachers and paying as good salaries 
as were to be had anywhere in the State. 

At the present time we have 24 school buildings in good condition and 
fairly well equipped with apparatus. The graded and high school in New 
Cumberland, established in 1893, employs eleven teachers. The graded 
and high school of Chester, established in 1903, employs 14 teachers. 
The graded and high school of Hollidays Cove, established in 1901, em- 
ploys three teachers. 

There is a graded school at Fairview, employing three teachers, and 
Poe District, of which Fairview is the center, is considering the con- 
solidation of the four schools of the district. 

Our rural schools pay salaries for teachers holding certificates of No. 
one grade, ranging in amount from forty-five to fifty dollars, and there are 
twenty-three teachers employed in the rural schools. 

In 1898 Rev. J. D. Hull purchased the old court house at Fairview, 
transformed it into a beautiful little school building and established the 
Tri-State Normal and Business College. The school enjoyed several pros- 
perous years, but has been closed since June, 1903. At present there is 
not a private school of any kind in the county. 



West Vikginia. 115 

Hardy County 

L. S. HALTEBMAN, SUPERINTENDENT. 

Hardy County, named for Samuel Hardy, was formed from a portion 
of Hampshire county, 1786, and has an area of 450 square miles. It is 
diversified with mountains and hills, valleys, coves and dales, making 
scenery hardly surpassed in picturesqueness. The soil is more or less 
adapted to farming, grazing and fruit growing. 

The county is divided by the South Branch mountains into two main 
sections, of which the western is traversed by the beautiful South Branch 
Valley, whose fertility is known far and wide; and because of its accessi- 
bility, its attractiveness and its adaptability, was early settled. Moore- 
field and Sourth Fork districts are within its limits. 

The eastern section embraces Capon and Lost River districts, and like 
the South Branch Valley, was early occupied by settlers fi'om the Shen- 
andoah Valley, chiefly, who were mostly Holland Dutch. Germans, 
Scotch and Irish were much in evidence also, especially in the South. 
Branch Valley; the very name of these suggests honesty, industry and 
thrift. 

The northeastern portion of the eastern section is drained by Capon 
River, which is simply Lost River found on a larger scale. Wardensville 
is the business center of this pretty little valley of farming and grazing 
lands. 

Lost River Valley lies wholly within the borders of the eastern sec- 
tion. The river is not lost at all times as many suppose, but only when. 
its waters are low, does it disappear gradually in its sandy bed, to find 
its way under what is called Sandy Ridge — to come forth the head 
waters of Capon River. Its channel, when above low water mark, is 
around Sandy Ridge, or through a gap in the same. 

Owing to a lack of school records it is impossible to give an accurate 
early, or even later, history of education since the introduction of the 
Free School System; but it is a well known fact that subscription schools 
existed prior to this. Of course, the first schoolhouses were log struc- 
tures, small, ill-lighted and ventilated, supplied with the worst of seats 
and without apparatus. But there has been a gradual development in 
almost every particular; larger and more substantial buildings have been 
and are being erected, with better equipment. Patent desks are taking 
tne place of home-made ones, and it is only a question of a few years un- 
til some of our districts will be wholly supplied with this improvement. 

Notwithstanding the fact that we have low salaries — though not so 
low as one would at first suppose, living being cheap — the average effi- 
ciency of the teachers is increasing, and popular education it becoming 
more general. 

Many of the schools have established small libraries during the past 
two years, and the outlook for the coming year is promising. Consider- 
able attention is being given by our teachers to the matter of school 
improvement-cleaning grounds, decorating walls, etc. 

Capon and Lost River districts ai-e not financially able to accomplish 



116 History of Education. 

what is desired, and Moorefield and South Fork districts, though wealthy, 
do not foster popular education as they should and could do. 
We hope for better conditions, and will work accordingly. 



Harrison County 

BY L. WAYMAN OGDEN, SUPERINTENDEXT. 

In 1865, the free schools began in Harrison County. There were 
about sixty-five schools taught that winter throughout the County. The 
term was three months and the salaries paid teachers were low. The 
first frame school house was built on Sycamore Creek near West Milford 
in Union District. The school records were kept and carried about in 
a meal sack by each County Superintendent until James N. David's term 
of office. Mr. David transferred them to his successor in a box; now 
they are kept in an office provided by the County at the Court House. 

In the early days of free schools, teachers went to the County Super- 
intendent and after being asked a few questions by him were given a 
certificate. These grades ranged from Nos. 1 to 5. 

The following persons have served as County Superintendents: 

1865-67, Dr. Emory, Strickler. 

1867-69, Dr. Wm. Meigs (deceased). 

1869-71, Dr. D. C. Louchery. 

1871-73, Cruger W. Smith. 

1873-81, James R. Adams. 

1881-85, James N. David. 

1885-89, Jasper S. Kyle. 

1889-93, F. M. Harbert. 

1893-95, Joseph Rosier. 

1895-99, James E. Law. 

1899-03, Morton B. Newlon. 

1903-07, L. Wayman Ogden. 
• 1907, Cyrus E. Webb (elect). 

The first County Institute was held at Lost Creek by Superintendent 
Dr. Emory Strickler. This institute was conducted by Rev. A. H. Lewis 
of Shiloh, New Jersey. A County Institute was held each following year 
bj' the County Superintendent and teachers until the institute law went 
into effect in 1879 in which the State Superintendent acts as the offi- 
cial head in appointing instructors for each County. 

Before the adoption of the institute law, in 1879, there was a regular 
organization known as the Harrison County Teachers' Association. Many 
of the early teachers of the County were graduates of academies and col- 
leges. They set a high standard for teachers. Those persons most 
active in carrying on the Teachers' Association were E. M. Turner, J. 
R. Adams, C. W. Lynch, James N. David, D. C. Louchery, B. F. Martin, 
P. N. Miller (deceased), Mrs. Naomi Everett, and Miss Belle Davidson. 
Most of the early teachers were men. 

In 1871, J. W. Young, J. W. Samples, R. A. Douglass, and James N. 



West Virginia. 117 

David, teachers of Elk District, met at Romines' Mills and held a t)istrict 
Institute. It was composed of only the four teachers named at first, 
but it became very popular before the winter was over and many teach- 
ers and others interested in education attended these meetings. 

The average salary for first grade certificates is forty-five dollars per 
month. We have an excellent corps of teachers who are establishing 
libraries, improving the school grounds and helping to keep our educa- 
tional development in line with our great material development. 

The County schools were excellent in their beginning and they 
have marched steadily onward and their effect is noticeable upon the 
schools of the County to-day. They have grown in numbers from sixty- 
five to two hundred and sixty; in length of term from three to six 
months, and in addition to the magisterial districts, we have a number 
of independent districts that have a term of eight and nine months. A 
number of graded schools have recently been established and Clay Dis- 
trict voted at the election in November, 1906, to establish a High School 
at Shinnston. This makes four High Schools in the County. 

Many new school buildings have been erected in the County within 
the past few years. Two excellent ward schools have just been com- 
pleted in Clarksburg and the contract has been let for the erection of an 
eight-room brick building at Adamston. 



Kanawha County 

BY M. H. EPLIN, SUPERINTENDENT. 

Kanawha county was a strong free school county. There were some 
good schools at Charleston as early as 181S. About the year 1829, Colonel 
David Ruffner donated a lot in Charleston for a church and an academy, 
and contributed to the erection of suitable buildings. 

This county along with other counties, was named in the special act 
passed February 25, 1845, to establish free schools in certain counties, and 
adopted the act in 1847. In obedience to the stroi^g free school sentiment 
prevailing in this county, its representative in the Legislature. Dr. Spicer 
Patrick, took an active part in securing the passage of the act afterwards 
adopted by this county. 

Notwithstanding the fact that Kanawha county had taken a leading 
part in the movement for the establishment of free schools, and had 
adopted the act by more than two-thirds of the vote of all qualified voters 
in the county, before it could be put into operation, strong opposition by 
large property owners must be met and overcome. In 1853 the firm of 
Dickinson and Shrewsbury brought suit against James H. Fry, the sheriff 
of the county, who had levied on the property belonging to this firm to 
secure the payment of school tax due from it to the amount of $350.82. 
The suit was decided in favor of the sheriff. 

Kanawha county is divided into ten school districts, a description of 
each of which will be found below, commencing with the earliest days 



118 History of Education. 

of the educational facilities in the county and extending up to the present 
day. 

LOUDON DISTRICT. 

The territory, which was laid ott on the south side of Kanawha river 
opposite Charleston some time after the war for a magisterial and school 
district, is now Loudon District. In that territory there were, or had been, 
fine old log school houses. At Brownstown, which is now Marmet, the old 
log school house had rotted down, and the first school taught there after 
the war was in the Southern Methodist Church. 

There are now in Loudon Disctrict a three-room, graded school at 
Marmet; a four-room, graded school at Fernbank; a two-room building at 
Kanawha City; and a two-room building at Lick Branch. 

There are thirty-three school rooms in the District, and they are fairly 
well furnished with patent desk seats, blackboards, maps, charts and 
globes. Total value of school property, $27,293. 

WASHINGTON DISTRICT. 

In 1865 Washington District had three log school houses, two of them 
being 15 feet by 16 feet by 7 feet high, built of round logs, a board roof 
held on with weight poles, chimney built of sticks and mud, and a fire place 
five feet wide. There was one writing bench ten feet long, and a log was 
sawed out of the side of the building to give light, the writing bench being 
used as a shutter for the opening in cold weather. One school house was 
built of hewn logs with two glass windows, which was considered a model 
school house at that time. It was built in 1839, and is now occupied as a 
dwelling house by S. Pickens. The house is fairly well preserved. 

Washington District, the smallest in population, now has twelve good 
frame school buildings, furnished with patent desk seats, blackboards, 
maps, charts and dictionaries. Total value of school property, $5,322. 

JEFFERSON DISTRICT. 

Steven Thomas Teays, of St. Albans, gave the following sketch showing 
how they did things when he was a school boy. The people were almost all 
Methodists in that community, and built a beech log house 40x60 feet, and 
used it for a church and school house. Mr. Teays remembered seeing 
more than a hundred horses hitched near the old beech church on various 
occasions. The people came from Elk river. Coal river, and from up and 
down the Kanawha river, and took part in old-lashioned Methodist meet- 
ings. 

Mrs. Joplin taught the first school in the old beech church in 1845, 
and also taught in 1846 and 1847. A teacher, whose name was Kirkum, 
taught in 1848. During that year, Teays, then a boy of ten years of age, 
full of fun, to vary the monoton?' of a dreary school day, blew the ashes off 
the top of the wood stove into the eyes of a boy schoolmate, who yelled 
considerably, and under the excitement, the teacher seized a piece of stove 
wood and struck Teays a blow on the head, which disabled him for some 
time. The teacher started for parts unknown, and has not yet returned. 
Steve's father was away at the time, but his uncle got his gun and 
started after the teacher, but the uncle soon found that he could not 



West Virginia 119 

cany a gun and catch a scared teacher who had no gun to carry. Mr. 
Teays is one of the many good citizens of St. Albans, and is engaged in 
the mercantile business. He still carries the scar made by the teacher 
Kirkum. 

There have been great developments in Jefferson District since the 
days of the old church school house. There are twenty-five frame school 
rooms in Jefferson District at this time, and all are furnished with 
patent desk seats, charts, maps and globes. 

The school building at Fairview is a four-room frame house, well 
arranged and well ventilated. Four teachers are employed and there are 
118 pupils enrolled. 

Total valuation of the school property in the District is $10,670. 

ST. ALBANS INDEPENDENT DISTRICT. 

The school building in the Independent District of St. Albans is a 
splendid four-room building, with basement and steam heaters. Four 
teachers are employed, and there are 166 pupils enrolled. 

Total valuation of school property is $11,510. 

CHARLESTON DISTRICT. 

Charleston District is one of the smallest in territory, and is back 
of the city of Charleston. There are twelve school buildings in the Dis- 
trict, two of which are frame buildings with four rooms; one building 
with two rooms, and eight one-room buildings. The buildings are fairly 
well supplied with desk seats and other fixtures. 

The total value of school property in the District is $15,900. 

BIG SANDY DISTRICT. 

Big Sandy District has seventeen frame buildings, furnished with 
patent desk seats and other fixtures. 

The total value of school property in the District is $6,700. 

ELK DISTRICT. 

Elk District has thirty-one frame school buildings, furnished with 
patent desk seats, maps, charts and globes; and also has two rooms rent- 
ed this year. 

The total value of school property in the District is $15,599. 

MALDEN DISTRICT. 

Maiden District has seventeen frame school buildings, with twenty 
rooms, and one room rented. The school rooms are fairly well furnished 
with patent desk seats, maps, charts and globes. 

The total valuation of school property in the district is $11,265. 

UNION DISTRICT. 

Union District has twenty-two frame school buildings, furnished 
with patent desk seats and other fixtures. Union is a farming district, 
and the people seem to take considerable interest in the school work of 
their district. 

The school property of Union District is valued at $8,860. 



120 , History of Educatiox 

rOCA DISTRICT. 

Poca District has twenty-four frame school biuldings, furnished with 
patent desk seats and other fixtures. 

The school property of the district has a valuation of $0,070. 

The teachers of Poca District met at Sissonsville, October 31, 1903, 
and organized a very interesting teachers' district institute. The school 
work of the District is progressing very well. 

CABIN CREEK DISTRICT. 

Cabin Creek District is the largest in territory and population in the 
county. It has a larger number of pupils enrolled than twenty-three of the 
counties. There are one hundred and eighteen teachers employed in the 
district, and there is a growing demand for more school houses and more 
teachers. 

Mr. Adam Schlaegel is the efficient secretary of the Board of Educa- 
tion and devotes his entire attention to his work during the time the 
schools are in session. The school projjerty of the District is valued at 
$61,105. 



Lincoln County. 

EY W. C. IIOLSTETX, SUPERINTENDENT. 

Lincoln County was named in honor of the illustrious Lincoln and 
was formed in 18G7 from the counties of Kanawha, Cabell, Putnam and 
Boone. At that time we had very few teachers. Schools were few and 
far apart, a large per cent of the teachers were from other counties, and 
some were from other states. 

The pioneer teachers of Lincoln County served their purpose for that 
time, but their qualifications would not do for the present. However, 
we had some teachers, who taught a few of the branches very well. The 
old "blue-backed spelling book" and the old series of McGuffey's Readers 
were the principal text-books then used. 

The school houses of that day were not supplied wiih any kind of 
apparatus — there were no maps, charts, blackboards or any thing else 
which might aid the teacher in giving "busy work" for his pupils. 

Some of the teachers opened their schools by reading a chapter 
from the Bible or New Testament. This was followed by the reading 
of the rules, and the pupils who violated them had to suffer the penalty 
of the "rod," which was always a conspicuous article in the school room. 
The school houses were rude and built of logs; sometimes schools were 
taught in other buildings. The first school the writer of this sketch ever 
attended was taught in an old log church house. A chimney stood at 
one end of the building and a box pulpit was at one side. The seats 
were benches made from two-inch lumber and were without backs. When 
meetings were held at night the house was lighted by tallow candles. 

Where the old log church house stood there stands to-day a beautiful 
church building, and when "evening service" is held, instead of the tal- 



West Virginia 121 

low candles, chandeliers and lamps light the room. A select school was 
taught last Summer in the new church building by two of Lincoln Coun- 
ty's best teachers. Thus we see what educational progi'ess means. It 
means better church houses as well as better school houses; better 
homes, and a better citizenship. 

Though the old log school house will soon be a thing of the past, 
there are still fifteen of these houses in Lincoln County. These are as 
rapidly as possible being replaced by frame buildings, of which we now 
have ninety-three. A very good three-room school building is located at 
Hamlin, and a two room building at Grifflthsville. 

The educational progress of a county depends somewhat upon the 
amount of taxable property it contains, and as Lincoln County is not a 
county of wealth her educational progress has been hindered. However, 
the value of her taxable property is gradually increasing. 

In 1897 the total enumeration of the county was 5,17G and the amount 
available from the General School Fund was $G,G50.G5. In 190G the total 
enumeration was 6,383 and the amount derived from the General School 
Fund was* $13,757.20. 

There are about 1,300 books in the school libraries of the county, 
but the Board of Education of Carroll District bought 1,1 GO of these, 
leaving 140 in two other districts which have libraries. 

The Uniform System of Examinations has been a little hard on 
Lincoln County teachers, but it receives their hearty endorsement. There 
are now in the county nineteen male teachers holding first grade certifi- 
cates: nineteen second grade, and nine third grade. The total number of 
male teachers is forty-seven. There are six female teachers holding first 
grade certificates; thirty-seven, second grade, and nineteen, third grade. 
The total number of female teachers is sixty-two. The total number of 
male and female teachers is one hundred and nine. 

The average salary of teachers per month is now; for first grade 
certificates, $37.25; for second grade, $31.50; for third grade, $2G.2S. 

Twenty years ago the average salary for first grade certificates was 
about $25.00 per month and we had to teach twenty-two days for a 
month. 

We realize that we are making progress, and we feel the necessity of 
mental training for our boys and girls; but we know that it is of greater 
importance to train their Avill-power in the right direction. 



Marion County. 

BY CARTKR I,. KAUST, SUPEKINTENOICNT. 

Marion County is doing her full share in the noble effort of the State 
to provide for the free education of the whole people. Her 244 teachers 
are progressive and show a desire to bring credit upon their profession 
by improving the work of the schools. 

The county has 151 school buildings. The old buildings are fast 



122 HrsTORY OF Edlcation 

being replaced by attractive modern houses. There are 32 buildings in 
which are employed two or more teachers. At Seven Pines, in Manning- 
ton District, the Board of Education, in harmony with the tendency of 
the times, has consolidated the schools of three sub-districts into one 
graded school. This is the first consolidated country school in West Vir- 
ginia. Mannington District employs a District Superintendent who de- 
votes his entire time to the supervision of the district schools. 

According to the County Superintendent's report for 1906, the value of 
all school property in the county is $439,529.00. This includes houses, 
lands, furniture, apparatus and libraries. The maximum salaries paid 
school teachers is $50.00, $45.00 and $35.00, respectively for the three 
grades of certificates. The length of the term is six months. About one- 
fifth of our teachers are Normal School and University graduates. 

All of the rural schools are supplied with some apparatus, as charts, 
globes, maps, slate blackboards, etc. The earnest work of teachers and 
pupils, through the School Improvement League, has done much to- 
wards improving and beautifying school property. In 190G there were 11,- 
776 volumes in the school libraries of Marion County. 

There are at present 7,918 pupils enrolled in the schools of the coun- 
ty. Of these, 103 are colored, for which we have two schools, one a four- 
room brick building in Fairmont, the other a one-room building at Mon- 
ongah, in Grant District. 

Realizing that education should last through life, and that it should 
not be a mere matter of grammar and of words, but should include some 
training of the hand and eye, this year the boys in one district, are 
being organized into a club for the study of elementary agriculture. This 
will be followed later by sewing and cooking clubs for the girls. 

Marion County with nearly half a million dollars invested in school 
property, 244 schools in operation, 8,000 children under intellectual train- 
ing, has reason to be proud of her showing. 



McDowell County. 

BY F. C. COOK, SUPERINTENDENT. 

The real history of the school system in McDowell county begins with 
the recent material development of the county, covering a period of about 
fifteen years. Previous to that time there had been no appreciable ad- 
vancement in the system and but little, if any, improvement in the schools. 
During that period the system has developed very rapidly, the results 
have been decidedly favorable, and, while the work has not been alto- 
gether satisfactory, it has, in a measure, kept pace with the great material 
development of the county. 

No statistical information relative to the si;hools of the county pre- 
vious to the year 1885 can be obtained, but by reference to the report of 
the county superintendent for that year we find that there were only nine 
school houses in the county, and those were log houses. 



West Virginia ' 123 

It is a source of amusement for those who are acquainted with the 
situation to glance at the list of teachers employed at that time, — all 
holding first grade certificates, — and compare them with the teachers of 
the present time. 

The space allotted to this sketch will not permit an elaborate ac- 
count or a detailed statement of the growth and advancement of the 
schools, but a comparison of conditions and advantages existing eighteen 
years ago with those at the present will suffice to give an idea of what is 
being done. 

Then there were about forty teachers, none of whom had ever at- 
tended a school other than the public schools of the county or a summer 
"subscription school;" there were nine school houses, worth less than one 
hundred dollars each; there was no furniture except "home-made" bench- 
es, and no apparatus of any character; the school term was from three to 
three and one-half months, and teachers' salaries were fixed at the mini- 
mum allowed by law; the "three R's" constituted the curriculum, and but 
few pupils completed the course contained therein. 

Now one hundred and fifty teachers are employed, a large majority 
of whom have attended the State Normals, the University, or some reputa- 
ble college, many of them being graduates and having special training for 
school work; there are seventy-eight school buildings belonging to the dis- 
tricts and several others under course of constriiction, costing from three 
hundred to six thousand dollars each, and practically all of them furnished 
with the best modern school furniture, fixtures and apparatus. The total 
value of school property reported for the year 1905-06 was $80,587.15. 
Seventy of the schools have an eight-month session; twenty-seven 
have six months, and eighteen, five months. The salaries for first grade 
teachers are from forty to fifty dollars per month, and the total amount 
paid to teachers for the year 1905-OG was $43,334.50. All the branches 
prescribed for the public schools are being taught and in many instances, 
the higher branches. Libraries have been established in most of the 
schools and during the past year more than 1,000 volumes of choice lit- 
erature were added. 

While the results are gratifying there are many difficulties which 
stand in the way of progress, and under existing conditions it will likely 
never be possible to reach the highest degree of advancement. 

One trouble incident to the coal and lumber districts, which we 
can not hope to overcome, is the character of a considerable element of 
our citizens who are locally designated as the "floating population." These 
people live but a short time at any one place and are constantly shifting 
and transferring their children liom one school to another with the result 
that very little advancement is made by such pupils. In some instances 
the enrollment is almost completely changed during the term of school, 
and teachers upon returning to a school for the second year rarely find 
the same list of pupils who were enrolled the previous year, and quite 
often find a complete change. 

The most rapid development has been within the past five or six years. 
During this time those old fogy ideas which formerly predominated have 
been practically stamped out and exist today only in the minds of those 



124 History ok Education 

whose influence, power, and conlrol over boards of cdiualion onre dictated 
and directed our educational interests. 

By careful selection we are now supplied with boards of education 
who earnesliy and conscientiously Kuard the interests of all classes, and 
who do not hesitate to draw upon the public fund when the interests of 
the schools demand it, and we expect in the future better houses, better 
furnishings, better salaries, and ultimately a much higher grade of 
schools. 

An effort is being made to grade llu' schools mor(! thoroughly, and look- 
ing to that end some of the boards have declared all schools employing 
more than one teacher to be graded schools under the section of the law 
granting that authority. 

The question of consolidation has been given some consideration, and, 
though there is considerable opposition, based mainly upon the condition 
of the roads and other inconveniences in the way of travel, some of our 
boards have adopted a system by which we will be able to combine a num- 
ber of the schools in the; densely populated sections. Jn pursuance of this 
plan one of our boards this yeai- consolidated five schools and built a 
house at a cost of six tho\isand dollars. There are four teachers in charge 
of the school and more than two hundred and twenty-five pupils attend. 
The results are so very satisfactory that further action will be taken in 
that direction next year. 

Under the existing conditions the schools of this county are con- 
ceded to be making as rapid progress as could be expec^ted, but it is to be 
hoped that we may be able to oveicome some or the difficulties and disad- 
vantages standing in the way, and that the efforts of those intei-ested may 
be crowned with greater success than they now anticipate. 



Mercer County. 

liV ,7. ir. (iADI), SUCKRINTKNOICNT. 

The educational history of Mercer County, prior to the Civil Wai', is 
similar to that of other counties in the southern part of the State. Very 
little in l'a(;t had been accomplished along educational lines at the begin- 
ning of the Civil War. 

The (!ounty suffered very niucli from the war. The court house at 
Princeton was burned as was almost the entire town. The county was 
Overrun by both armies and the close of the war found the county great- 
ly impoverished and the people divided on all public questions. How- 
ever, as they became reconciled they began to build and equip school 
houses as rapidly as their limited means would permit. 

Our real educational progress began with the advent of the Norfolk 
and Western llailroad in this county (]8S0) and the subsequent develop- 
ment of ouV immense coal field. New towns have been built, manufac- 
turing plants have been located here and industries of various kinds 
have sprung up. Along with this material progress and development has 



West Virginia 125 

come a like development in educational matters. The last log school house 
has disappeared and we now have large frame buildings, nearly all of 
which are furnished with modern seats^ desks and necessary apparatus. 
Wages have been advanced and the term increased throughout the coun- 
ty in the last few years. We now have lG5 school buildings, comprising 
over 200 rooms, (or schools) with a school population of more than 10,000. 

The Deepwater Railroad is being built through the center of the 
county and will increase very materially our school funds besides being 
of general advantage to the county. 

In addition to our public school advantages in this county, we have a 
branch of the State Normal School at Athens, the Bluefleld Colored Insti- 
tute at Bluefleld and the Princeton Collegiate Institute at Princeton. 

We trust our educational progress has kept pace with our material de- 
yelopment. We may have failed in a few respects, at any rate, we are not 
satisfied in every particular. People who are satisfied with present condi- 
tions are not progressive. We want a better salary for teachers and then 
more teachers who have had special training for their work. These, 
among other things, are essential to our future progress. As to salary we 
believe the day is not faj* distant when teachers' wages will be commen- 
surate with the training and work required. We believe the progressive 
spirit of our citizens will not abate in the future and that our county will 
sustain its enviable reputation as one of the leading counties, educationally 
and otherwise, in Southern West Virginia. 



Mineral County. 

BY GKOKGli S. AKNOLU, SUPEKINTENDENT. 



SCHOOL DXSTEICTS. 

Mineral County has been divided into seven districts. Five are rural — 
Elk, New Creek, Welton, Cabin Run and Frankfort. Piedmont District 
contains the towns of Piedmont and Beryl, and Keyser Independent Dis- 
trict contains the town of Keyser. 

SCHOOL HOUSES. 

At an early date good substantial houses, though too small, were 
sparsely built over the county. But later, in the progress of public edu- 
cation, still better and larger houses were built, and well finished and 
furnished with modern appliances. In 1877 there were thirty-eight school 
houses, to which belonged 2,404 youth, and which were occupied by forty- 
six teachers, while at present there are seventy-five school houses, which 
should be occupied by one hundred and ten teachers. For the employment 
of these we have an enumeration of 4,710 youth. 

SCHOOL APPARATUS. 

About twenty-five years ago a small amount of apparatus was placed 



126 History of Education 

in many of the schools by the Boards of Education. But within the past 
several years there have been furnished in nearly all of the schools all 
or some part of the following apparatus: Charts, manikins, mensuration 
blocks, globes; International, Unabridged and Academic dictionaries; 
National and State maps and tellurians. But in the year 1903 the largest 
purchase of apparatus was made, consisting of Webster's International 
dictionaries, large globes, large State maps and world maps. In two dis- 
tricts — Piedmont and Elk — the schools were supplied with all this 
apparatus. This purchase for the county aggregated nearly $2,000. 

teachers' institutes. 

Back in the seventies teachers' institutes were held in Keyser on 
Saturdays for the improvement of the teachers. Of the active workers 
among the teachers were Miss Lizzie Russell, now principal of a female 
school in Japan; James Buchanan, Mr. Heskett, Mr. Brown and othei's. 
In 1882-3 the institute work took the form of district institutes, which 
were numerously held throughout the county with good success. In them 
teachers, patrons and pupils took a lively part. This institute work was 
continued for nine years. Then for the next seven years but few district 
institutes were l^eld. In 1899, however, the institute work was revived 
and has been vigorously continued since. And, in order to produce more 
substantial growth in the work, to give better instruction, to arouse more 
enthvisiasm and to awaken new interest, arrangements have been made 
from year to year with the faculties of the University Preparatory School, 
the Keyser High School and the Davis High School of Piedmont to attend 
these institutes over the county and render efficient help. 

teachers' reading circle; 

In 1887 State Superintendent B. S. Morgan recommended the forma- 
tion of teachers' reading circles. Accordingly a circle was or.^anized in 
Mineral County; more than half of the teachers joined, and most of them 
did successful work. Some of them passed good examinations on the 
prescribed course of reading. Suitable certificates were issued to the 
teachers who made the required grade on examination.- 

Through this organization many teachers were greatly benefited. 
The work was vigorously continued several years and then was permitted 
to drop back to individual effort till the year 1901. when it was enthusi- 
astically and vigorously resumed through the new organization — "The 
Mineral County Teachers' Association." Where it is not feasible to pur- 
sue the adopted course of reading through organized effort, many do the 
work independently. 

GRADATION AND GRADITATION. 

Soon after the graded course for the country and village schools was 
prescribed by law the system was put into operation here. It has been 
faithfully carried out as far as practicable, and has lead up to the gradu- 
ation from these schools of many worthy and competent pupils. 



West Virginia 127 



CEKTinCATES OF HONOR. 



As a further means of stimulating attendance at school, Superin- 
tendent C. F. Hahn, in 1895, introduced the plan of issuing certificates 
of honor to pupils neither absent nor tardy for the term. The results were 
so satisfactory that the County Superintendent and Boards of Education 
have continued to issue these certificates. They are of two grades. The 
first grade certificate is granted to pupils neither absent nor tardy, and 
the second grade certificate to pupils having been absent or tardy not 
more than ten days, and then for sickness only. 

SCHOOL LIBRARIES. 

Until recent years the work of establishing public school libraries 
did not receive the earnest attention of the teachers and County Superin- 
tendent that is due so important a work. But last year it was given 
new impetus, and about one thousand three hundred volumes were placed 
in the schools. About two hundred of these were added to several 
libraries established some years ago, and the others were placed in newly 
started libraries. Including all the public school libraries in the county, 
the number of volumes aggregated about three thousand five hundred at 
the close of last year. In Elk District alone, in which twenty-one teachers 
were employed, the schools raised about three hundred dollars for 
libraries and the Board of Education added one hundred and one dollars 
to this sum. With these funds seven hundred and eighty-five volumes 
were put into the libraries, and several bookcases were purchased. This 
year the work along this line is vigorous and more general over the 
county. Many new libraries are being established and many volumes are 
being added to libraries previously established. At this time there are 
no data by which to determine the number of volumes being placed this 
year. 

THE "WEST VIRGINIA SCHOOL IMPROVEME.NT LEAGUE. 

It is under the auspices of this league that the library work is being 
done; arbor work is receiving some attention; flags are being raised on 
some of the schools; in New Creek and Elk Districts, however, the 
Boards of Education supplied the school houses with flags several years 
ago; bells are being placed upon some of the houses; many fine pictures 
are being provided for the decoration of school rooms, and school grounds 
are being cleared of rubbish and improved. 

SALARIES OF TEACHERS. 

As an appreciation of services faithfully rendered by the better class 
of teachers, there has been a strong public sentiment in favor of paying 
that class of teachers better salaries. Before the law was enacted pro- 
viding for an increased minimum, the Boards of Education made an 
increase in the salaries of Mineral County teachers of from five to ten 
dollars per month in the rural districts. And now that the minimum 
salary for first grade is thirty-five dollars, the boards have advanced 
to forty dollars, except in Welton District, where the salary ia 



128 Ilisroiiv OK lOinK A'l'ioN 

Uiiily sL'vcu dolliiiH. Tli(!i(! is u proHiiccl. lor an increase l.o forty-flve 
(lollarH next year In Home oi! the distriols. The salaries in the graded 
HclioolH, lor Uif! i)rincl[)iilH, vary from forty dollars to one hundred and 
lirii^cii (iollai-H, and for asslslanls, froin thirly-flve dollars to nin(!l.y dollars 

pi'l' IIKItllll. 

S( llOOf, 'I'KIIM. 

Keyser lii(l<'j)(:n(|riil mid I'ifdiiionl, (liHlri(-(s li;i,v<! niiu! nionllis, 101k 
Dishlcl. liiiH six monlhs, N<!W Cvcck, Wdloii, Ouljin linn nnd l<'riUiUl'ort 
i|islii<'ls liiivf only llvf inoiillis. 

MI.MMKll Ul' HCIIOOI.H. 

Tlic niiniIxT of scliools li;iH nlowly irn-rcMScd till al, |)r<!H(;ut then; 
.•ii(! niiKi f^radod schools ('ini)loyinK fi'om two to nineteen toacdiors each. 
Two of tlicso aie gradiMl and high schools conihiiu'd. There are sixty-two 
sliiKie schools. 

Illl': NIIMIIKH OI'' TKACIIKUS AM) rilhlllt SrAMJAKI). 

The (lourth of tfiaelHsrs has been u stvrions problcMii for solution. Gon- 
dii ions in tills (bounty ai'e su(;h tliat tlu; vociUion of teacliing is necessarily 
hrouKlit into compel Klvc rtdation to i)uldi(; works, and the term being 
short and the s;il;iry lna<le(iiiat<!, many amijitlous young |)eo[)le amongst 
our tcaclusrs have; niiide choice of olhcr vociillons. At present there are 
iiin<!ty-S(!V('n IcacluMS in IIk; S(!hools, wlHii(!as one hundred and ton are 
iHMidcd In the county. Wo. now have teach(!rs from six counties in West 
Virginia and sonu! from Maryland. Of tills number of teachers, seventeen 
arc! g(uitl(!ni((n and eighty are ladies. Forly-(!iglit lioid first grade or 
Slate (!cilincatcs; thirty-seven, second grade certificates, and twelve, third 
grade corlillcatcs. Tlu* standards foriiMM-ly established under the county 
system of examinalion li:is Im'cii miainlaincd under the State Uniform sys- 
tiuii. 

COUNTY SlirKRINTKNDKNTS. 

All llic p(!!SonH who have served as Snpcrjniciidciit of Mineral ('oiinly 
arc! living, iind four of the numl)er ar(! yet intlinately (roiuuictiHl with the 
H(diool work. Tluty served at the time and In the order Imiicated as fol- 
lows: T. r. Adams. 1870 to 72; .7. W. Vandlver, 1873 to 7(;: J. A. Sharp- 
less, IS77 lo 80; T). C. Arnold. 1S8I and 82; G. S. Arnold, 1883 to 92'; 
W. M. Konik, IS!>:{ and '.) I ; ('. K. Ilahn, 1895 to 98; G. S. Arnold, 1899 to 
I)resenl tinit> (1007), who has l)c<!n re-elected for anotli(>r tertn of four 
years. 



Mingo County. 

ItY ClIAUI.KS II. KM. IS. SU I'Klll N'rKN DKNT. 

The schools of Mingo County have improved greatly during the past 
four years. Four years ago we luid only a few good school buildings; we 
■were using a number of log houses, and some schools were housed in 



West Virginia 129 

buildings that had been used for camps. At that time we had about 
seventy-six schools in the county in all, and only four houses with more 
than one room. Teachers were paid $30.00 and $35.00 per month for 
first grade certificates. Now we have one hundred and one schools in all, 
and ten of them are graded schools. 

We have erected twenty-five school buildings within the last four 
years. They are all creditable houses, well furnished. Our teachers are 
paid $50.00 and $55.00 per month for first grade certificates, and we now 
have seven and eight-month terms, while four years ago we had only 
a five-month term. All of our districts are in good standing financially 
and claims are worth their face value. The independent district of Wil- 
liamson is now enploying six teachers and is erecting a fine brick school 
building with eight rooms. 



Monongalia County. 

BY JESSE HENRY, SUPERINTENDENT. 

The school master was in Monongalia County before the year 1780, 
and schools were taught for eleven years before the Indians departed 
from the county; but now not even the names of those old masters can 
be obtained, and the description of their school houses only has come 
down to us. 

The frontier school was conducted beneath the trees, or in the cabin 
of a settler close to the fort. Later came the backwoods school house. 
This early school house was a single-story cabin built of round logs. 
The furniture of these nouses was as rude as the buildings themselves. 
The master, as the teacher was then called, was usually a grim and stern 
personage, presiding with absolute authority, and ruling by fear and not 
by love. The schools were not regulated by law. A subscription paper, 
stating the price of tuition per scholar for the term, was circulated, and 
each person affixed to his name the number of scholars he would send. 
If a sufficient number was obtained, the school began. The course of 
instruction was limited to the few primary bi'anches — spelling, reading, 
writing and arithmetic; and the qualifications to teach even these 
properly were generally wanting in the master, though there were a few 
good teachers in these first schools. 

The school history of Monongalia County may be divided into three 
periods — that of the pioneer schools, that of the subscription schools and 
that of the free schools. I will say no more of the first two periods. 

COUNTY SUPERINTENDENTS. 

The County Superintendents of Free Schools of Monongalia County, 
up to the pi'esent, are as follows: 

1864-1866 — H. W. Biggs, who removed from the county, and George 
■C. Sturgiss was appointed to fill the vacancy. 



130 History of Education 

1867 - 1869 — Henry L. Cox. 

1869 - 1871 — Henry L. Cox. 

1871-1873 — Henry L. Cox. 

1873 - 1875 — Rev. J. L. Simpson, who did not serve; Henry L. Cox 
was appointed to fill the vacancy. ^ 

1875 - 1877 — Alexander L. Wade. 

1877-1879 — Alexander L. Wade. . 

1879 - 1881 — Bruce L. Keenan. 

1881-1883 — Benjamin S. Morgan. 

1883-1885 — Benjamin S. Morgan. 

1885 - 1887 — Virgil Vandervort. 

1887-1889 — W. E. Glasscock. 

1889 - 1891 — W. E. Glasscock, who was in a short time elected ClerK 
of the County Court of Monongalia County; M. L. Brown was appointed 
to fill the vacancy. 

1891-1893 — M. L. Brown. 

1893-1895 — D. B. Waters. 

1895-1899 — D. B. Waters. 

1899 - 1903 — Stephen Mason. 

1903 Jesse Henry. 

0RGA>"IZATI0N. 

To A. L. Wade belongs the honor of being the author of a graduating 
system for country schools, which has had a marked influence for good on 
the schools of Monongalia County. The first class was formed in 1875, 
and was called the class of 1870; 261 pupils entered the class and 196 
completed the course and received diplomas. 

To B. S. Morgan belongs the honor of being the author of an outline 
course of study, which has proved to be of great help to teachers in their 
work, and has met with great success throughout the State. This outline 
course of study was introduced into the common schools of Monongalia 
County in 1880. 

The Teachers' Association of Monongalia County was organized by 
County Superintendent George C. Sturgiss, on December 27, 1865, and 
continued to meet twice a year at Morgantown until 1869. On December 
27, 1870, a County Institute was held at Morgantown by appointment of 
the State Superintendent. Since 1879 county institutes have been held 
for one week in each year at Morgantown. 

The free school system did not go into effect in Monongalia County 
until 1865. It is said that Grant District was the first to open free schools, 
and that Cass and Clinton were next to follow. Monongalia County is 
divided into eight districts — Battelle, Clay, Cass, Clinton, Grant, Morgan, 
Union and the independent district of Morgantown. 

With but one school house worthy of the name forty years ago — that 
one being Fort Martin, located in Cass District — we now have 118, most 
of which are very good buildings. Recently constructed houses are built 
with a vestibule or cloak room. We have also some attractive two-room 
buildings. In the past two years many libraries have been started in the 



West Virginia 131 

rural schools of the county, and the movement is continuing to go for- 
ward. Union and Morgan districts have six months terms of school, the 
remainder five months. The salary of teachers holding No. 1 certificates 
ranges from $40.00 to $50.00 per month; for No. 2 certificates, $30.00 to 
$43.00 per month. The enumeration for 1906 shows a school population 
of 6,087. 

The act of 1903, establishing the uniform system of examinations in 
West Virginia, while it has caused a scarcity of teachers for the present, 
will, I sincerely believe, revolutionize the free school system. And, to 
raise the standard of education in Monongalia County, we must have 
better attendance, more enthusiasm among the pupils, and more solid 
progress by them; a growing appreciation on the part of the people, and 
more general co-operation by them, and improved qualifications and better 
work on the part of teachers. 



Monroe County. 

B. F. HOYLMAN, SUPERINTENDENT. 

The educational history of Monroe County, prior to the Civil War, is 
similar to that of the other counties of the State. 

Up to the time of the establishment of the public school system, the 
facilities for education consisted of schools supported principally by 
private subscriptions. 

The few school houses were rude structures, very uncomfortable and 
inconvenient, with but little apparatus or furniture of any kind, and 
situated so far apart that attendance at school was quite irregular. 

From crude beginnings the school work of this county has gradually 
developed and improved until we now have 130 schools taught by able 
and efficient teachers, who feel the responsibility of their positions and 
are devoting their best energies to the noble work of teaching and train- 
ing the boys and girls, who come under their care, in the ways that lead 
to' noble manhood and true womanhood. 

Monroe County is strictly an agricultural section and has not experi- 
enced the sudden changes in material development and wealth that have 
come to some other counties of the State. The advancement and im- 
provement in educational facilities have been gradual, but continual, and 
the schools have been constantly improving. Teachers are more earnest 
in their work and are becoming better qualified; pupils and parents, more 
interested in education, and our schools are now better than ever before. 

The teaching force of the county consists of young men and women 
from the best families, a number of whom have attended some one of 
the normal schools of the State that they might better fit themselves for 
their work. 

During the spring and summer we nave a number of "Summer 
Normals," conducted by our most experienced instructors. These are 



]:'i2 lllSIOKY OK EUIJCATION 

largely filUJinhd l)y iciiciifiH and othor youriK people, and }iave been a 
very Kreal; Hofivcc. of iiii|)i'()venuint arnonK our (oacheis. 

TIk! Teachei'H' InHlltule work o)' the counly lias gradually Improved 
until Uiday Ihe InKlltiiUjH are considered annual Intellectual feasts. The 
Ki<;ii liiter(!Kt nianirested in these Institutes both by the teachers and the 
l»iil)lir, ihmK'ch Ihem (|nilc lidpfiil iirid the most interesting teaclun'S' meet- 
ing in Ml'' si'lidol yc.'ir, l)iilli .snciiilly imd educationally. 

Many of tlie Icuclicrs of llm (ounly attend and take an active part 
In (lin U'.uc.hc.vH' iiiecilings, siicli as dlslrlct institutes, reading circles and 
<lislricl asKociatioriH. 

rpon Mie wIkjIc Hk' hcIiooIh of Monioe (!oiiiily have imi)rov('d rapidly, 
IJH' I'lilinf! ))roKp<'i'ls arc I'licouriiging, and all concerned are aiming to- 
ward heller ltlinK^'.. 

'Die following is a MkI, of llic (Jouiily Suj)(!i-int(;ndents of Monroe 
Counly, Willi llie term of service of eacli, as iieai'ly as can be ascertained: 

lK(i7 - IKdl) I'.. I''. |{iillai(l. 

1S<;1» - 1871 .1. A. IVlcMan. 

1871 - 187:! — A. \i. Ueamc'r. 

I87:{-1875 — M. Jl. Jiittlnger. 

]S75-1877 — J. 1). IJecketl. 

1877 - J 87!) — . I. V. Cani|)l)ell. 

1879-1881. — J. P. (!ami)bcll. 

]88]. -1883 — J. D. liuckett. 

1883-1885 — J. D. Beckett. 

1885-1887 — C. M. Honaker. 

1887-1889- VV. K. 1 1 lues. 

1889-18!)! — J. E. Keadlc 

18!»1-1893 — T. J. Wickline. 

IS!)3-1895 — W. l'\ Wciklc. 

1895-1899 — .]. II. Cook. 

J 899- 1903 — .1. N. lloylniaii. 

1903 H. l'\ iloylniaii. 



Nicholas County. 

ItY S. C. OOTSON, HUl'KUINTENDENT. 

On ac(M)uiil (if till' school records l)eiMg destroyed by fire, I am unpre- 
pared lo give nuicii dellnile inforniatiou coucdrning the early educational 
hlstoi-y of Nicholas county. 

Nicholas Counly was formed in 1818, from Oreenbrler, and named in 
honor of W. C. Nlcliolas, a Governor of Virginia. Until after the organiza- 
tion of the free school system, under the government of the State of West 
Virginia, only a few schools existed, supported by private subscriptions. 
Trior to, and for a numlioi- of years after the close of the Civil War, the 
educational facilities of I lie counly were very meager. There were not 
many schools, and on account of the distance to be traveled, it was im- 



WlO.ST VilMJINIA 133 

possible lor many of the children fo attend tliem. The school houses 
were crude log buildings, lighted by means of rectangular holes cut in the 
walls, with paper pasted over lliem. In most cases the floors and seats 
were made of split or hewn puncheons. The tei-ni of school lasted only 
from two to three months. Jl<!ading, spelling, wiiting and ai-ithmetic 
were usually the only subjcH'ts lauglit. 

As time passed, and the citizens became a(;()uainled with the good 
results of the free school, they became attached to the system, and soon 
the antiquated log houses wore being supplanted by modern frame build- 
ings; and today, within conveni(!nt distance of almost every home in the 
county, is to be found an atti'active, fommndioiis, vvll li>.';lile(i and venti- 
lated school house. 

In 189:5, under the loadershi|) of W. (i. IJrown, a, most excellent school 
man, the Summei-sville Normal School was establislKMl. Most of our 
teachers, old and young, entered this school for training; and, becoming 
alive to the more important use and aim of education, carried out with 
them into the schools in all sections of the county, belter methods of 
instruction and much higher intellectual ideals than had before existed. 
I feel that I am fair to all when I say that the teachers of Nicholas 
County today will, in all respects, compare favorably with those of the 
leading educational counties of the State. 

The work of the Teachers' Institute gradually imi)roves as the teach- 
ing profession moves to a higher standing, and the County Institute has 
become the central point of interest for the teachers, socially and intel- 
lectually, while the district institutes and reading circles are doing much 
to advance educational interests. 

The educational status of the county is rapidly rising; the uniform 
examination system is having a telling effect along this line. The teachers 
are becoming more impressed with their great responsibility and with the 
need of a more thorough preparation for their work. There seems also to 
be a great awakening among many jiatrons as to the importance of an 
education for their children. 

Until recently, school libraries seemed to be altnost unthought of, but 
within the past three years considerable interest in this subject has de- 
veloped among teachers, patrons and pupils. The Boai'd of Education 
of .Jefferson District, which is the banner district for supplying the 
schools with apparatus, purchas(!d libraries for the schools of that district, 
while libraries have been placed in a number of schools of the other dis- 
tricts by the earnest and energetic efforts of teachers. 

Richwood Independent District, created under an act of the Legisla- 
ture of 1903, has arected good school buildings, and with an enumeration 
of 715 children of school age, 190G, now employs sixteen teachers, paying 
salaries as follows: Second grade teachers, $40.00 per month; first grade, 
$45.00; first assistant, $75.00; superintendent, $100.00. Length of school 
term, seven months. 

The country districts, seven in number, all have a five-months school 
term and pay their teachers this year the minimum salaries, except 



134 History of Education 

Jefferson District, whicli pays $40.00 and $45.00 per month to second and 
first grade teachers, respectively. 

There were 139 schools in the county in 1905; 4,740 children of school 
age; an enrollment of 3,997; an average daily attendance of 2,740. In 
1906 the enumeration was 5,053 and the number of schools was 144. 

The cost of education per capita per term, 1905, based on enumera- 
tion, was $7.6G; based on enrollment, $9.G8; based on average daily at- 
tendance, $14.13. 

Nicholas County possesses an abundance of wealth in natural re- 
sources, which, as yet, are practically all undeveloped. In recent years a 
great deal of capital has been invested within the county. Railroads are 
being constructed, large lumbering plants and other factories erected, and 
some coal mines are being operated. With this increase in capital to 
produce more school revenue, and with the increased interest being mani- 
fested in the cause of education, unless some unforeseen event should 
check this progress, much can be expected of our schools in the future. 



Ohio County. 

GEO. S. niGGS, SUPERINTENDENT. 

The first free school of Ohio County was founded in the year 1848. 
Ohio County was among the first of the State to adopt the free school 
system. This county now has seventy-two schools, and most of them are 
well provided with libraries, maps, charts and other requisites for suc- 
cessful teaching. 

Ohio County is rapidly increasing in population and wealth. Ritchie 
and Triadelphia districts will have nine months' school; Washington, ten 
months, and Richland and Liberty, eight months next year. The teaching 
corps of Ohio County is composed mostly of young men and women, yet 
they compare favorably with the best in the State. Liberal advances have 
been made in teachers' salaries by the Boards of Education in all the 
districts, and a greater advance will be made next year. The West 
Liberty State Noi-mal School and the County and District Institutes are 
sources of great help to the Ohio County teachers. 

This county has about 3,585 pupils of school age (outside of the city 
of Wheeling), most of whom attend the public schools, and the re- 
mainder attend church and private schools. 

Our school houses are frame structures, with the exception of a few 
brick buildings. Most of them are heated with coal and the remainder 
are heabed and lighted with natural gas. 

Ohio County contains 120 square miles. The hills and valleys are 
dotted with these school houses, and every boy and girl may easily 
obtain a good education. 

The first County Superintendent of Schools was S. G. Stevens, and 
the present one, George S. Biggs, of West Liberty, who is to be succeeded 
by J. Vincent Giffln, of Elm Grove. 



West Virginia 135 

The Elm Grove Graded School is the largest in the county, outside 
of the city of Wheeling, having eight teachers and an enrollment of over 
350 pupils. The other graded schools are those at Edgington, Triadelphia, 
Park View, Glenova, Valley, Valley Grove, Fulton and Leather Wood. 

In the last two years the following schools have been built: At 
Roney's Point, a two-room frame building; Bethlehem, a two-room frame 
building; Mount de Chantal, a two-room frame building; Glenova, a four- 
room building; Elm Grove, a twelve-room brick building; Edgington, a 
four-room addition, making an eight-room brick building. These recently 
constructed houses are furnislied with modern seats and slate blackboards, 
and are built with vestibules or cloak rooms. 

Many of our schools are establishing good serviceable school libraries; 
eight schools have purchased organs, and two schools pianos, and many 
flags, fine pictures and other things have been supplied to make school life 
both pleasant and helpful. 

All of our teachers are endeavoring to classify their schools according 
to the nine-year schedule of Superintendent Thomas C. Miller. The first 
persons to receive common school diplomas under the graded system 
graduated within the term of ex-Superintendent F. C. Cox in 1895. This 
graded system has proved beneficial to Ohio County and has spurred the 
youth on to greater efforts. Each year others have completed the com- 
mon school course and many have taken up work in higher institutions. 

Triadelphia District, containing more than half of both teachers and 
pupils of the county, has had for two years a district organization which. 
Is doing good and efficient work. 

Wonderful progress is being made, and the boys and girls of ten 
years of age know more than did those of twenty years in the days of 
the log school house with puncheon doors and floors, goose quill pens and 
soap-stone pencils. 



Pleasants County. 

BY A. W. LOCKE, SUPERINTENDENT. 

All things must have a beginning, however humble, and in the case 
of the free schools in Pleasants County, the beginning was certainly not 
roseate with promise of success. 

According to the best information I have been able to find, the 
number of schools in the county the first year of the free school system 
was nine. This must not be considered the very beginning of education 
in the county, however, for no sketch would even approach accuracy 
without devoting some time to the period during which the '"subscription 
school" flourished and the old-time teacher traveled from settlement to 
settlement in search of employment, carrying his personal belongings with 
him, as in the days of Ichabod Crane. Much has been said and written 
in derision of the schools and teachers of this period. Some of the criti- 
cism is no doubt just, but much of it is misleading and cruel. Certain 



136 History ok Education 

It is that the "old-time pedagogue," notwithstanding his abiding faith in 
the efficacy of the rod of birch, did in his own way and his own time a 
great work for the State that was to be, and is deserving of much better 
treatment than is usually accorded him by the later-day critic. 

Tradition has preserved the names of a few of Pleasants County's 
educational pioneers, and occasionally one will hear some very old man 
speak of Gideon Terry, Martin Winninger or Aaron Belong in a rever- 
ential tone of voice, such as he would use in naming George Washington 
or Thomas Jefferson. The last named teacher became the first County 
Superintendent under the free school system, and was in many respects 
a remarkable man. In appearance he was decidedly unprepossessing, 
being more than six feet tall and as lank and ungainly as "Old Abe" him- 
self. He was of a literary turn of mind and was a man of no meager 
attainments. Some of his poems and prose sketches are still in existence, 
and are marked by a felicity of expression and a depth of thought un- 
locked for in one of such scant opportunities. The examinations during 
the early days of the free schools were. to some extent farcical. They 
were oral and were given at the home of the County Superintendent at such 
time as best suited the convenience and pleasure of the applicant. Five 
grades of certificates were issued, and the wages paid for the highest grade 
was much less than is now paid for the lowest grade. 

Pleasants County, in common with her sister counties along the 
Ohio River, was forced for many years to fill her schools with teachers 
from the State of Ohio. Indeed at a date not later than fifteen years ago 
a large percentage of our teachers hailed from the Buckeye State. The 
educational progress of the county (in recent years) cannot be better 
illustrated than by pointing to the fact that at the present time not one 
teacher from Ohio is employed in our schools. The growth of the educa- 
tional system in the county was not rapid. The people were poor and 
even a small tax was burdensome. The school houses built were not 
well planned, and were located far apart. Nothing was thought of chil- 
dren's having to walk several miles to school. Slate blackboards were 
unknown and in some cases the wood used for fuel was furnished by the 
larger boys. Sanitary conditions were overlooked. 

All of the above mentioned conditions have been changed for the 
better, but the changes have been brought about gradually. As the ma- 
terial wealth and population of the county increased, more attention was 
given to educational matters. Better houses were built, higher wages were 
paid teachers, and longer school terms provided for. At the present time 
there are in the county fifty-five school buildings, and sixty-five teachers 
are employed. This seems amply sufficient when we remember that the 
county has an area of but one hundred and fifty square miles. Most of 
our school buildings are substantial, well-built structures. Those built in 
recent years are not only well built, but are decidedly attractive. The 
grounds also are usually clean and well kept. But it is inside rather than 
outside the building that the greatest change has been wrought. Instead 
of the dirty, box-like room of days gone by, we find a neat, cosy, cheerful 
place. Comfortable seats have taken the places of clumsy benches; at- 




Wahi) S( iioor., ]VI()I{(;a N'row.v. 




Hkjii School, CuABr-Ks Towx. 



West Vibginia 137 

tractive pictures hang on the walls; the floor is clean and the ceilings 
painted. Several shelves are filled with choice bookSj and a slate black- 
board extends across one end of the building. Maps, charts and other 
helps are to be seen; and, last but far from least, we find ourselves breath- 
ing good, pure, invigorating air. This may seem like the picture of an 
ideal school room, but we have a number in Pleasants County which will 
measure up fully to this description. The improvement in other lines of 
school work has been as marked as in school architecture. 



Pocahontas County. 

BY J. B. GRIMES, SUPERINTENDENT. 

Pocahontas County, formed in 1821 from parts of Bath, Pendleton 
and Randolph counties, Virginia, and named from the Indian Princess of 
that name, is one of the large counties of West Virginia, having an area 
of 820 square miles. 

About two decades after the formation of the county there was an 
educational awakening, and on motion of Hon. John Grimes, who was at 
that time representing Pocahontas in the Virginia Legislature, charters 
for three academies were granted — Greenbank, Huntersville and 
Hillsboro. 

Among those who taught in the Greenbank Academy appear the 
names of Benjamin Arbogast and James Slaven. Some of the teachers 
of the Huntersville School were J. C. Humphreys, A. Crawford, Rev. T. P. 
Magruder, J. Woods Price and Professor Miller. The Hillsboro Academy 
was established in 1842. The first principal was Rev. Joseph Brown, who 
served in that capacity for seven years. He was succeeded by Rev. M. D, 
Dunlap, who remained at the head of the institution for eleven years, or 
till the Civil War began, and the school closed. 

In 1865 the county purchased the building, and for several years 
it was used for public school purposes. But later, this building being in- 
adequate to accommodate those who wished to attend school here, was 
razed and a new building was erected on the same lot; to this an addition 
has been built in recent years, and it is now a commodious four-room 
structure. 

This was the first school of high order in the county, and its infiuence 
has been felt throughout this section of the State. It has had some very 
distinguished teachers, among whom appear the name of an ex-Governor 
of this state, that of Hon. William A. MacCorkle. 

This school can now prepare students to enter the Sophomore class 
©f our leading colleges, and Is under the care of A. Lewin Kibler, A. M., 
assisted by his brother, Thomas L. Kibler, A. M., and Miss Myrtle Hogsett 
and Mrs. Verdie Mann. 

There are some very earnest teachers in Pocahontas County, some of 
whom have been serving their county in this capacity for thirty-five years. 

Among those who have served as County Superintendent of Schools 



138 History of Education 

of Pocahontas County are the following: C. J. Stulting, S. B. Hannah, 
Uriah Bird, H. M. Lockridge, M. G. Mathews. D. L. Barlow. James W. 
Warwick and J. B. Grimes, the present incumbent, who was re-elected 
November 6, 190G, to succeed himself. 

When this county was formed, school facilities were very poor. 
There were a few select schools; but, to reach these, some of the 
children had to travel several miles and then spend the day in a very 
uncomfortable manner — seated on a bench prepared by splitting a log 
into two pieces. Thus some of the smaller children would sit all day long 
with their feet suspended above the floor. Yet from such crude and 
poorly equipped school houses have gone men whose influence has not 
been confined alone to their native county, neither has it been circum- 
scribed by the boundaries of the State, but it has been felt throughout 
the length and breadth of the country. 

With the material development of our county, our educational inter- 
ests have kept pace, and today we have schools conveniently located, so 
that all our youth may have the benefit of a common school education. 

Our more ancient houses are being replaced with beautiful up-to-date 
buildings, furnished with the best modern desks, and each supplied with 
a good selection of books for a library. 

We have erected a dozen elegant school houses this year (1906), one 
of which is a beautiful two-story brick building with six class rooms and 
a large auditorium. This house is located in the flourishing town of 
Marlinton. 

Our people are interested in education as they have never been before, 
and our motto shall ever be: Better teachers, better schools and better 
ciizens. 



Preston County. 

ARTHUR W. CARRICO, SUPERINTENDENT. 

The public schools of Preston County have had a steady growth 
from the time the State was admitted into the Union, in 1863, when 
there were fewer than twenty school houses in the county. 

The Preston Academy, at Kingwood, incorporated January 2, 1841, 
began its work under the administration of Dr. Alexander Martin, who 
was afterward the first president of the West Virginia University, and it 
was long a power for good. A handsome brick structure has since been 
erected in its stead. 

There are now 180 school buildings in the county, the majority of 
which are of frame construction, except those of Kingwood and Terra 
Alta, which are built of brick and are of modern construction and con- 
venience. These two schools employ seventeen teachers. New buildings 
are to be erected this year at Newburg and Rowlesburg, at a cost of from 
$10,000.00 to $15,000.00 each. 

Nearly all the school buildings in the county are furnished with 
modern seats, and the majority are supplied with maps, globes, mensura- 



West Virginia 139 

tion blocks and reading charts. Seventy-five per cent, have slate black- 
boards. Recently constructed houses are built with vestibule or cloak 
rooms, and are finished throughout in hard oil. Quite a number of 
houses have recently been painted with three coats of paint, inside and 
out. All the town and village schools have libraries, and libraries have 
been started in a number of district schools. The total valuation of all 
school property in the county for the year 1906 was $150,000. The 
county expended in the year 1906 for all school purposes, $61,647.00. 
The total enumeration of white and colored youth in 1906 was 7,613. Of 
these 6,076 were enrolled in the public schools. 

The county employs 210 teachers, of whom 80 hold first grade certifi- 
cates. The average salary for first grade certificates is $40.00 per month. 

Of the 210 teachers, 40 have been teaching more than ten years, 
30 more than five years, and 30 more than three years. 

Kingwood, Terra Alta and Tunnelton high schools have each a seven- 
months' term and Rowlesburg has an eight-months' term. All the districts 
have a five-months' term except Lyon, which has six. 

Teachers' District Institutes have added materially to the educational 
advancement of our county, and are coming more into the favor of 
teachers and the public, and are being supported by our best citizens.. 

Preston County has produced from among her early teachers one 
Oovernoi', two College Presidents, one United States Senator (now repre- 
senting another State,) one State Superintendent of Schools, a Professor 
of Pedagogy in the West Virginia University and one State Normal School 
Principal. The list of County Superintendents is large. Among the 
records may be found the names of James P. Smith, John H. Feather; 
B. M. Squires, deceased; Peter R. Smith, now living at Kingwood; W. S. 
Bayles, deceased; Joseph H. Hawthorne, now Circuit Judge in Illinois; 
Aaron W. Frederick, now teaching in California; Ben H. Elsey, now 
teaching in the public schools of the county; William G. Conley an 
eminent lawyer of the Kingwood Bar; Lorain Fortney, principal of West 
Liberty State Normal School; Horatio S. Whetsell, editor of The Preston 
County Journal, and Frank W. Gandy, principal of the Terra Alta schools. 



Randolph County. 

BY W. J. LONG, SUPERINTENDENT. 

Early in the history of the State of West Virginia the Legislature saw 
the importance of education as one of the prime requisites of good citizen- 
ship, and to promote such citizenship a system of schools was devised and 
established by law, on the liberal lines necessary to secure to all persons 
between the ages of six and twenty-one years, such education as would 
fit them to perform the ordinary business transactions of life. No system 
of self-government can long continue without intelligence on the part of 
the people who exercise it. Schools increase intelligence; intelligence 
makes good citizens, and good citizens make good government. West 



140 IltSTOHV ClK IOdUCA'I'IO.V 

Viff^lula, thei-efore, ])ut into the structure of her State government as the 
corner stone a system of primary free schools. The township was at first 
made the basis of educational work. The present district, so far as edu- 
cation is concornod, remains with jjractically tlie same functions as the 
townshlj). 

inini(!diatc]y after a system of free schools was established in West 
Virginia, the enteri)rising and patriotic citizens of Randolph County set 
about securing for themselves the advantages of the system thus provided. 
To this end the county was laid off Into districts and sub-districts; a 
County Superintendent and Boards of Education were elected, trustees 
were ai)polnted, school houses were built, teachers were employed and 
the schools were opened. The people were eager to take advantage of 
the oj)portunity afforded, and it was soon found necessary to enlarge 
buildings already in r.se and to construct new ones to accommodate the 
school children of the county. 

The present force of teachers show marked ambition and a desire to 
bring credit upon tlieir office by imi)roving tlie work of the schools. Ac- 
cording to the Superintendent's report for lUOG, the value of all school 
property in the county is $05, 520. (JO; this includes houses, lands, furni- 
ture, ajiparatus and libraries. 

There are ten graded schools in the county paying liberal salaries to 
teachers. 

The town of Elklns began its corporate oxlslcncc in 1889. It waa 
then a small village, giving little ])romise of the tliriving town it has now 
become. Its present population is estimated to be 4,500 and Is steadily 
increasing. Prom its youthfuiness the brevity of its educational history 
may be inferred. The expansion of the public school has kept pace with 
the increase of pojjulation and it is not claiming too much to say that in 
thorougliness of organization and instruction and in practical efficiency It 
Is second to few or none ol tlie schools of the State. 

A history of educational progress in Randolph County would be in- 
complete witliout some mention of Davis and Elkins College. The building 
for this institution occupies a commanding eminence in the southern 
suburb of Elkins. The college is under the management of the Presby- 
terian Church. The Lexington Presbytery raised a specified amount of 
money and the additional sum needed to furnish and equip tlie building 
was contributed by ex-Senator Henry G. Davis. The total cost of the 
building was about ?G0,000. 



Ritchie County. 



BY L. H. JI.WllUKST, BUrEKINTENDENT. 



Ritchie County lies almost entirely In the valley of Hughes river which 
was discovered and named In 1772 by Jesse Hughes. It continued 
an unbi-oken wilderness until "The State Road" was built from Clarks- 
burg to Marietta about the year 1800. At this time a few isolated set- 



Wkst Vikgixia 141 

tlements were started and John Webster built the old "Stone House," 
the oldest house in the county, which is still standing in Pennsboro in 
a good state of preservation. 

Ritchie County was formed in 1843 from parts of Wood, Harrison and 
Lewis. Up to this time but very little is known of its history. There 
were but very few roads, mere i)aths connected the widely separated 
settlements. Its progress was very slow until the construction of the 
Northwestern Turnpike and the Baltimore and Ohio Railroad. Since 
that time it has rapidly improved. 

Until the founding of the present free school system, our schools 
were run by private subscription. The houses were inconvenient and 
uncomfortable log structures. The teachers taught whenever they thought 
it would pay, and they generally agreed to teach only reading, writing, 
spelling and arithmetic. These schools and teachers did a great woi-k. 

John Ayres came from Rockbridge County, Virginia, and taught in 
1810, the first school in the county at the mouth of Cedar run, in a house 
that had been used as a dwelling. The first school house was erected 
in 3814 on the land now owned by William Kennedy, who lives two miles 
below Smithville. The second teacher was Samuel Rittenhouse, who 
came from Harrison County; the third, Adam Deem, Jr., who came from 
Pennsylvania; the fouith, Barcus Ayres, son of John Ayres, the first 
teacher. 

There are now one hundred and fifty-three frame and three brick 
houses. In some parts of the county the houses are located entirely 
too close together, some not being more than a mile apart. As a result, 
we have a great number of schools that are so small that they are al- 
most worthless. The question of consolidation of schools is a very im- 
portant one in some parts of this county. 

Last year, 1906, there was In the county an enumeration of 0,103, an 
enrollment of 5,044, and an average daily attendance of 4,088. The schools 
In I90G, cost $59,405.25; $39,047.78 of this being ))aid to one hundred and 
seventy-nine teachers. 

The length of school term in Ritchie County in Clary and Grant dis- 
tricts is six months, and in Murphy and Union, five. The salary for num- 
ber one teachers ranges from $40 to $45 pei- month. 

The following is a list of the County Supei'intendents of this county, 
all of whom are living but the first: James Wood, J. M. McKinney, 
farmer living near Pennsboro; F. H. Martin, T. W. Ireland, P. W. Morris, 
editor Parkersburg State Journal; J. N. Kendall, a minister living in Tex- 
as; George W. Lowther, B. & O. ticket agent at Grafton; H. C. Showalter, 
postmaster at Harrisville; M. K. Duty, member of the State Legislature; 
C E. Haddox, warden of the State Penitentiary; J. H. Nichols, H. B. 
Woods, judge of the Circuit Court of Pleasants, Ritchie and Gilmer coun- 
ties; D. B. Strickling and S. M. Hoff, Prosecuting Attorney of Ritchie 
Countiy. 

Ritchie County is divided into the following districts: Clay, Grant, 
Murphy and Union. 

Clay is the most northern district. Its first school was taught by 



142 HismuY OF I'Idihwimon 

John IMoCaulpy in a log cabin on Lynn Camp. It now has forty-five 
schools with an enrollment of 1,177. It has three graded schools, Mole 
Hill, Whiskey Run, and Pennsboro. The last is the largest school in the 
county, employing eight teachers and doing two years of high school 
■work. 

Grant is the most western district and the largest. Its first school 
was taught by .lohn Piatt on Rush Run, one mile from Cairo. It has 
forty-nine schools with an enrollment of 1,I17, and three graded schools. 
Oil Ridge, Cornwallis and Cairo. Cairo has an eight months term, em- 
ploys six teachers and has two years high school work. 

Murphy, the most southern district, has forty-three schools, one graded, 
Smithville, and an enrollment of 1,275. 

Union the most oastern district is the smallest. Its first school was 
taught by P. F. Randolph in ISIS. It has thirty-five schools, three of which 
are graded. Auburn, Bcrea and Pullnum. Tiie enrollment of the district 
is 911. 

Harrisville Independent District was formed in 18S3. It Is now one 
of the best schools in the county. Tho school building contains six rooms 
and an auditorium with a seating capacity of 200. It has a library of 
over 500 volumes and does two years of high school work. 

This history would not be complete without a short sketch of tho 
life of General Thomas Maley Harris who was boin near where the de- 
pot at Harrisville now stands, in 1S13, and died September 30, 190G. Gen- 
eral Harris had witnessed the growth of the county from the time it was 
a "howling wilderness" till the present. He attended the schools of his 
time, studied and practiced medicine until the beginning of the Civil 
War. He entered the Union Army and rapidly rose to the rank of Brig- 
adier General. He was a member of the court that tried the conspirators 
that had formed a plot to assassinate the leading members of the Gov- 
ernment. At the close of the war he returned to his home at Harrisville. 
Probably no one in the county could see the need of educational advance- 
ment as could he. He gave a five acre tract of land to the county upon 
■which it might erect what would be known as the T. M. Harris High 
School. The Legislature of 1905 passed an act submitting the matter to 
a vote of the people in 1906. There arose a great difference of opinion 
and in spite of all its friends could do for it, it was badly defeated. 

While it is true the High School was voted down the schools of the 
county are improving and we have ample facilities for all who will at- 
tend. There are eleven graded schools in the county, three of which do 
high school work. 

Tlie Reading Circle, the district institute, and the system of uniform 
examinations are helping the teachers of the county towards the develop- 
ment of better methods and broader culture. 



West Virginia 14S 

Summers County. 

BY GKO. W. LU.LY, SUPEBINTENDENT. 

Summers County lies in the Southern part of "West Virginia. It was 
established by an Act of the West Virginia Legislature in February, 1871, 
and organized in the following March. It was formed from territory then, 
belonging to the counties of Fayette, Greenbrier, Mercer and Monroe. 

The close of the war found the territory now embraced in the county, 
practically without both schools and churches and it was not until about 
the year 18C8, that any interest was manifested in either schools or 
churches. That portion of the county taken from Fayette had not a 
single school. From Greenbrier County's territory we received, as nearly 
as I can learn, not more than four schools; from Mercer County six. and 
from Monroe county six, making a total of sixteen in the county at its 
formation; and immediately after the adoption of the Constitution of 
1872, which prescribed that the Legislature should provide for a 
"thorough and efficient system of Free Schools," our people awoke from 
their lethargy and made rapid strides until our system to-day is as good 
as can possibly be made under the existing circumstances. 

The primitive school buildings (a few of which are still standing) 
were very rude structures, being built by the public spirited citizens 
without cost to the county or district. These houses were only sixteen 
feet square, without any chimney (one end of the house being left un- 
covered for the space of five feet to afford a passage for the smoke), the 
whole end being used as a place in which to build fires. The furniture 
consisted of small logs split into halves and "pegs" used as legs. These 
houses were all "cabined off," covered with boards held down by "weight 
poles," and only a very few floored with "puncheons," the others having 
the bare earth for floors. Windows were unknown, and a rough board 
was used as a "writing desk." The teachers were scarce, none trained 
in colleges, normals or high schools, and teachers that were proficient 
in the three R's, "Reading," "Kiting" and "Rithmetic," were in con- 
stant demand at salaries ranging from fourteen to twenty dollars per 
month, and when such teachers could be secured they were considered 
quite a luxury. 

During the ten years extending from 1890 to 1900, there was the 
greatest possible activity among the friends of education. Boards of Ed- 
ucation throughout the county were then discarding the old log buildings, 
and erecting new frame cottages, supplying them with ample light, black- 
boards and the best of modern school furniture, and many of them, ap- 
paratus. In 1890, the schools of Summers County had increased from 16 
at its organization to 120 primary schools, two graded and one High 
School. 

But at no time in the history of Summers County has the zeal 
for education been greater than at the present. All the old buildings 
have been replaced by modern ones, with ample room, light and modern 
furniture, cloak room and everything for the convenience and health of 
both teachers and pupils. These buildings are 24x3G feet, 14 from floor 



144 HisTOKY OK Education 

to ceiling; they have eight large windoAvs, and are well equipped, with 
modern furnishiugs. Their total cost ranges from $S50.00 to $1,000.00 
each. 

In llH>o. a system of examination known as the ••uniform system" 
went into effect. This system raised the standard of the teachers, and 
this, together with the material development of the State, has produced 
a shortage of teachers, from which our schools are now suffering. The 
material development of the State has opened many positions to teachers 
at salaries far above that offered by Boards of Education, and conse- 
quently, our schools have lost many of her efficient teachers 

Such has been the zeal of Summers County's citizenship, that every 
obstacle has been gallantly met and overcome, and school property is 
guarded as a treasure, the value of which cannot be computed. Sununers 
County, at Its organization, could not boast property worth one cent; and 
now at the opening of 1907, she has to her ci-edit prov>erty worth 
$200,000. 

Summers County now has Itil schools, in which are employed 175 
well equipped teachers, at an average salary of $33.00 per month, has 
enrolled 5.000 pupils from a total enumeration of 6,S00, and has an aver- 
age daily attendance of 3,S50 at an annual cost per capita of $12.35, 
based on attendance $8.70 based on enrollment and $6.54 based on the 
enumeration. 

At its organization and for several years thereafter. Summers County 
had only on lady teacher. Miss Mollie Jordan, daughter of Gordon L. 
Jordan. Summers County's first representative in the West Virginia Leg- 
islature. At this time seventy-five per cent of our noble and true hearted 
teachers are ladies. 

The upbuilding of the present system in the County has been material- 
ly aided by her efficient county superintendents, viz: 

John Pack from the formation of the county to 1873. 

C. L. Ellison, Forest Hill District, 1S73 to 1877, two terms. 

D. G. Lilly, Jumping Branch District, 1S77 to ISSl, two terms. 
Jas. H. Miller; Green Sulphur District, 1881 to 1883, one term. 
H. F. Kesler, Talcott District, 1883 to 1885, one term. 

C. A. Clark. Pipestem District. 1885 to 1887, one term. 

V. V. Austin. Pipestem District, 1887 to 1889, one term. 

J. F. Lilly. Jumping Branch District, 1889 to 1891, one term. 

Geo. W. Lilly, Jumping Branch District, 1891 to 1893, one term. 

J. M. Parker, Jumping Branch District, 1893 to 1895, one term. 

Geo. W. Leftwich, Forest Hill District, 1895 to 1899, one term. 

H. F. Kesler, Talcott District, 1899 to 1903, one term. 

Geo.'W. Lilly. Jumping Branch District, 1903 to 1907, one term. 

J. E. Keadle. 1907. Term beginning July 1st. 

THE iiiNTON HIGH scnooi.. 

At the formation of Summers County the territory embraced in the 
districts of Greenbrier and Talcott, formed only one District, Green- 
brier, and supported only six schools. 

In the year 1874, the number had increased to 13, and in that year, 




I'AKKKUsr.l l!l. I I M.II S< IIOOI. 




ClIAKI.KSrON IIk II S( IIOOI, 



West Virginia 145 

a, Building Committee consisting of W. W. Adams, C. A. Predelcing, M. 
V. Calloway and C. A. Sperry, was appointed to provide suitable specifi- 
cations and let to contract a school house in sub-district No. 13, which 
house was erected by B. A. Weeks at the price of six hundred and seventy- 
five dollars; this is the foundation of the Hinton High School. 

This new building was opened in the fall of 1875, with W. R. Thomp- 
son and Miss Anna Tloge as teachers. Mrs. W. W. Adams had previously 
taught in a rented building. W. R. Thompson was succeeded by Harvej 
Ewart with Miss Llda French as assistant. Next came Rufus Alderson 
and Miss Hoge, who were followed by John J. Cabell, Major J. S. Rudd 
and J. H. Jordan, with Misses Anna Hoge, Jennie Hamer and Nannie Mc- 
Creery. 

His Honor, Judge James H. Miller, taught in this school in 1877, fol- 
lowing H. Ewart. Miss Anna Hoge was his assistant. He again took 
charge of the school in 1880, with Miss Mariah Beasly as his assistant, and 
in 1881, with C. A. Clark as assistant. 

J. F. Holroyd opened the first school in what is known as the City 
of Avis, in the same year, which school has since grown successively to 
two, three and four rooms, and has recently been made a branch of the 
Hinton High School. 

In 1887, our people determined that their children should have bet- 
ter educational facilities, and tiring of sending them away to other schools, 
they filed a petition with the School Board, then consisting of J. C. James, 
President; S. W. Willey and James Briers, Commissioners, and J. M. Car- 
den, Secretary, asking for the establishing of a District High School. 
The proposition was submitted to a vote of the people, and carried by a 
large majorily. In at'cordance with the expressed wish of the people a 
High School was eslablished wilh four teachers, viz: J. H. Jordan, Princi- 
pal; V. V. Austin, Miss Mary Ewart and Miss Nannie McCreery, assistants. 

The grounds cover eight full size city building lots, four of which were 
donated to the Board of Education by the Central Land Co. of West Vir- 
ginia, and the remaining four were purchased. These grounds alone are 
now worth about $(;0,000. 

The first building was a brick sti-ucture containing four rooms, but 
soon after the Board found it necessary to add two rooms, which with 
this addition was sufficient to accommodate the pupils until 1895, and in 
which year it was determined to erect a more spacious building and 
equip it with all modern appliances for the continually growing enroll- 
ment. The building was supposed to cost about $20,000, and the Board 
was forced to borrow $12,000; with this amount the Board could raise 
a sufficient fund to build the house. Accordingly, an election was or- 
dered to be held December 31, 1895, which resulted in a majority of 301 to 
16 in its favor. Work was immediately commenced on the structure and 
the fall of 189G, marks its completion in time for the opening of the 
school. New branches have been added from time to time and addi- 
tional teachers employed until now the opening of 1907, finds It second 
to no school in Southern West Virginia. 

The fii-st Board of Education of Greenbrier district, consisted of Robert 
H. Wikel, President; James Boyd and M. A. Manning, Commissioners; 



146 History of Education 

and S. W. Willey, Secretary. Under this Board the first election for 
authorizing a school levy was held. There were cast 187 votes; one hun- 
dred and eighty-six were cast in favor of the levy, and one against it. 

J. T. Huffman, President; S. W. Willey and James Sims, Commission- 
ers, and J. B. Lavender, Secretary, comprised the Board of Education 
under which the new building was erected. 

The present Board, Wm. H. Sawyers, President; R. E. Noel and J. 
D. Roles, Commissioners, and W. E. Price, Secretary, have been untiring 
in their efforts to make this the best school in the state. 

Especial care has been taken to make the sanitary conditions good; 
much new furniture and apparatus have been recently added, until now 
the buildings, grounds and appointments are valued at $150,000. The en- 
rollment is now 825, with an average daily attendance of 700. The 
school consists of the primary grades and the High School department. Af- 
ter graduating from the High School a pupil is prepared to enter the 
West Virginia -University. 

Jno. D. Sweeney was appointed as the first Superintendent of Hinton 
Schools in the fall of 1899. He was succeeded in the fall of 1900 by H. F. 
Fleshman, who held the position for a period of four years, during which 
time the school made rapid progress. Mr. Fleshman was succeeded by 
I. B. Bush in the fall of 1904, who is now in charge of the city schools 
with a corps of twenty-one well equipped teachers, four of whom are in- 
the high school department. 

The high school course consists of four full years work, and gradu- 
ates are admitted to a number of our leading universities and colleges, 
without examination. Scholarships have been awarded to its graduates^ 
by Washington and Lee and Tulane Universities. The following schools 
are represented by their graduates in the High School corps of teachers: 
West Virginia University, Vanderbilt University, Dickinson College, Ran- 
dolph-Macon Woman's College and Woman's College at Richmond. 

The grades are taught by eighteen well equipped teachers, graduates 
of seminaries, high and noi'mal schools. Music and drawing were in- 
troduced in the fall of 190C, and great progress has been shown under 
competent supervisors who are in charge of these subjects. 

Superintendent Bush is a ripe scholar, a genial gentleman, and to his 
untiring energy is due the fact that in the spring of 1906, the Board of 
Education submitted a proposition to issue bonds for $25,000 for the erec- 
tion of an additional High School building, which bond issue carried by 
an overwhelming majority, and the Board has now under process of con- 
struction a magnificent new building on a site, costing $10,000, which when 
completed and furnished will add $75,000 to the value of the High School 
property. 

GRADED SCHOOLS. 

Graded Schools have been established as follows: 

In the town of Avis, in 1891, with two teachers. Two more have 
since been added. In 1905, this school was made a branch of the High 
School. Prof. H. O. Curry is now Principal with three well equipped 



West Virginia 147 

teachers as assistants. Prof. Curry is a scholarly gentleman and to 
him is due the present high standing of this school. 

At Green Sulphur Springs, with Miss Ella George a lady of splendid 
attainments, as Principal, with one assistant teacher: 

At New Richmond, with Miss Irene Hoke as Principal, with one as- 
sistant teacher: 

At Talcott, Prof. M. E. Garden, as principal, with, at the present, 
only one associate teacher; but the growing interest will in the near 
future make necessary the employment of two more: 

At Jumping Branch, with Mr. Lee Harper, a teacher of several years 
experience, as principal, with one assistant. This school has been since 
Its establishment, doing good work, and the citizens are very proud 
of it. Ere long the increasing enrollment will make necessary addition- 
al teachers. 

The Hinton Colored School, established as a graded school in 1897, 
employing four teachers, is well appointed and affords a means by which 
the colored youth are acquiring a splendid education. Graduates from 
this school are admitted to the leading colored schools of the country. 
The school biuldings, grounds, furniture and apparatus are valued at 
$10,000. 

These schools are all doing good work, and in the near future it will 
be necessary to establish other graded schools in the county. 



Taylor County. 

BY DELLET NEWLON, SUPERINTENDENT. 

Taylor County, named in honor of Hon. John Taylor of Carolina, the 
illustrious exponent of the doctrine of strict construction, so popular in 
eastern Virginia. It was formed from parts of Barbour, Harrison and 
Marion counties in 1844, and has an area of 150 square miles. The county 
seat is Grafton. 

The schools prior to the adoption of the public free school system 
were subscription schools, and were largely patronized. They were k.-!pt 
In the old log school houses, out of which came some of our educational 
leaders of to-day. 

The pioneer teachers of our county were not as well versed in liter- 
ature as those of to-day, yet they served their purpose for that time, and 
some of our teachers and leaders remember them with gratitude, for it 
was from them that they received the foundation for their education. 

Taylor County, exclusive of Grafton Independent District, has 65 
school buildings, in which seventy-five teachers are employed. Most of 
the schools are supplied with apparatus, such as mathematical blocks, 
charts, maps and globes. A number of the schools have slate black 
boards. 

Of the 75 schools taught in this county, five are colored, which are 
among the best, being taught by trained colored teachers. 



148 History of Education 

Salaries of the teachers range from $;!5 to $45 per month for a No. 
1 certiiicate, from $30 to $40 for No. 2. and from $25 to $30 for No. 3. 

The county is divided into seven Districts, five of which are rural 
and two independent. The rural Districts have only five months' school, 
but hope to have a longer term soon. 

The natural wealth of the county, such as coal and gas is just being 
developed. In Court House District one of the finest coal plants in West 
Virginia has been completed. It is equipped with mode^-n machinery, aiid 
everything is up to date. The putting in of this plant caused the build- 
ing of the town of Wendell, adding materially to our school revenues In 
this District. We welcome all industries that tend in this direction. 

There have been two modern school houses built in the county this 
year. The outlook for the schools in the county is very encouraging. Ev- 
erything points towards District High schools. 

I am glad to report a growing sentiment in favor of longer terms, 
better buildings, increased salaries. We regard these a^; very important 
in order to obtain the best teachers possible, and Taylor County is able 
to have all of these. 

Our District institutes have aided us very materially and especially 
so in getting the sentiment of the people as regards what they favor. 

The High School in Flemington District, which was established 
four years ago, has developed from a poorly graded school to a good 
High School. It now employs four teachers and is doing work in 
all the grades from the primary to and including the High School course. 
It is under the able management of Frank J. Tracy as principal and W. 
E. Tomblyn as assistant. A word of commendation for the Board of 
Education of Flemington District is not out of place here. In the face 
of opposition and misunderstanding this board labored earnestly and suc- 
cessfully to establish and give to the people of Flemington District a 
good school. The board is composed of the following gentlemen: John 
B. Cather, John Boss and Baxter Holler. 

The progress of the schools in this county as a whole is not what we 
had hoped for; but with the aim in view to push on and grow we do not 
care to be classed as the poorest nor as the best. 



Tucker County. 

HY C. U. ADAMS, SUPERINTENDENT. v. 

Tucker County was formed from territory belonging to Randolph 
County in 1856. Most of it at that time was primeval forests. The 
fertile valley along Cheat river and other most inviting locations were 
sparsely settled, there being no cities or towns at this time. 

Prior to 18G3 there were a few log huts — not over a dozen — used as 
school houses. Churches were frequently used for schools in those neigh- 
borhoods that were fortunate enough to have them. These schools were 
maintained and patronized by those families that wei'e able to pay tui- 



West Virginia 149 

tion, and the children af the poorer class got little or no school training. 
The teachers were very poorly paid and of very limited education as a 
rule. They governed with the rod, and in this crude way succeeded in 
knocking off the bumps and turning out some good citizens, many of 
whom are now the sinew and backbone of this county. Others of them 
have been able to rise to distinction in the West — having heeded Gree- 
ley's admonition "Young man, go West." 

Teachers' Institutes were unknown and each teacher pursued his own 
course whether he knew anything about the pedagogical training and de- 
velopment of the child mind or not. Possibly the first regular teachers' 
institute was held at St. George in 1881; it was conducted by Prof. U. S. 
Fleming. From this time on there has been a gradual unifying of the 
schools in various ways until to-day we have three or four schools doing 
some high school work, with a definite course of study; others having a 
prescribed graded course, and all carrying out at least in part the graded 
course prescribed for the common schools. The institutes have grown 
in interest and attendance until they are considered a necessary adjunct 
of our school system. The annual county institute is not considered suffi- 
cient either, but the energetic teachers in most of the magisterial districts 
have district institutes and reading circles at frequent intervals during 
the school term, where teachers, school officers, parents, and pupils fre- 
quently congregate and come in closer touch with each other, adding sys- 
tem, experience, interest, and enthusiasm to the cause. 

Of course the county superintendents have been factors in this work 
in directing it by suggestion and otherwise. Among the first of these were 
A. H. Bowman, Philitus Lipscomb, W. B. Maxwell, L. S. Auvil, H. J. Du- 
mire, C. W. Long, J. D. Stalnaker, and Elmer Bowers, who are now de- 
ceased, or engaged in other callings; also J. M. Shaffer, A. C. Shaffer, J. 
W. Ramsey, C. U. Adams, and A. E. Michaels still in the profession. 

There are over one hundred teachers employed in the county at this 
time with salaries of principals ranging from $300 to $1200 per term, and 
of other teachers, from $100 to $400 per term approximately. 

Nearly 3,500 pupils are enrolled in these schools with an average attend- 
ance of about 2,200 daily. There are 72 school buildings varying from one 
room buildings 20x30 feet, to the commodious fourteen-room brick and 
stone structure at Davis. These buildings with few exceptions are pro- 
vided with improved furniture, maps, charts, globes, dictionaries, encyclo- 
pedias, and mechanical blocks, to assist the teacher in his work. 

Many of the teachers are taking active steps to furnish and direct the 
reading of the pupils by organizing libraries. We now have about two 
thousand volumes in our school libraries and the good work is going on, 
thanks to our noble, self-sacrificing, energetic teachers. May they never 
weary in well doing. 



Tyler County. 

BY D. L. TALKINGTON, SUPERINTENDENT. 

Education in Tyler County previous to the establishment of the free 



150 History of Education 

school system was in a very crude condition. Agriculture was the chief 
Industry, and it required about all of the time of the hardy farmer to 
acquire the necessities of the home. Education was then a luxury which 
but few could enjoy. Though the farmer wished to educate his children, 
he had not the means to pay for their tuition, and in many instances the 
children could not be spared from the farm. But as the years passed by 
conditions changed. Other industries sprang up; oil and gas were dis- 
covered. Dame Nature smiled graciously on all. Many farms, whose 
chief products were greenbriers, ragweeds and tax bills, soon were spout- 
ing forth abundantly streams of rich yellow liquid bringing immediate 
wealth to the poor farmer who had for years been toiling hard and 
earnestly over the rough and rugged hills. 

Before the free schools were established the only opportunities offered 
the youth for intellectual improvement were in private schools, and very 
poor ones they were. There is nothing that shows progress more vividly 
than to contrast one of the "old field" schools with one of our schools of 
today. The private school was established usually in this manner: Some 
teacher, or, as he was more commonly called, a master, would wander into 
the community from Ohio or Pennsylvania; a contract would be circulated 
around among the citizens, who would sign a certain number of pupils 
and agree to pay a certain sum of money to the master for tuition. If 
there was no building in the community that could be used as a school 
house, a crude log structure would be hastily prepared. The heating 
apparatus was usually a huge fireplace occupying most of one end of 
the room. A broad slab supported by wooden pins in the wall formed 
the writing desk, the seats were constructed from sapplings about six 
Inches in diameter split and cut into pieces five or six feet long; two hgles 
were bored in each end and wooden pegs inserted, forming the legs of the 
seat. The master was a person well qualified to keep school, but unquali- 
fied to teach school. He was an absolute monarch in governing, and from 
stories oft related by our fathers and grand fathers, the lads in the old 
school had to "toe the mark." 

So little was done in educational affairs while this county was a 
part of Virginia that it need not be mentioned in this sketch. Free 
schools were established in 1865. The first examination was held in 
Sistersville. Miss Emiline Jones, the first applicant, received a second 
grade certificate. The schools did not make much progress till about 
1880. At that time the county was supplied with buildings sufficient to 
accommodate the pupils. By that time all the old log houses had been 
abandoned and their places filled by more comfortable frame buildings. 
Since then we have made steady progress. 

Our schools are in very good condition at present. We do not boast 
of an ideal school system. We see the need of many improvements, many 
which we are now making and others which we hope to see made in the 
near future. Great improvement has been made in buildings, and much 
useful apparatus has been supplied during the past few years. The 
School Improvement League is organized in this county and has done 
good work. The school boards have been interested and have responded 



West Virginia 151 

l)y selecting more beautiful locations and erecting better buildings. The 
rural school buildings that are being built in this county at the present 
time are not surpassed if equaled in any other part of the State. 

The teaching fraternity of Tyler, we think second to none in the State. 
Several of our teachers are trained graduates of the Normal Schools of 
the State. Many others are graduates of recognized high schools or de- 
nominational schools of standing, others have attended the normal schools, 
but have not graduated. Most of our teachers are young, but they are 
■enthusiastic and industrious and do very excellent work. 

Tyler has now 130 schools, with an attendance of 4,230 pupils. The 
total enumeration being 5,375; over 80 per cent, of the enumerated youth 
■of the county are in attendance in the public schools. This is a great 
improvement over the conditions that used to exist and shows that, al- 
though the compulsory school law is not as effective as it should be, it 
has done much good. The average term in Tyler is six months, and the 
average wages throughout the county for first, second and third grade 
teachers are, respectively, $45.00, $35.00 and $30.00 per month. The 
average number of pupils enrolled in each room of the county and 
village schools is thirty; in the graded and high schools, forty-two. 

The Sistersville public schools employ thirty teachers and have en- 
rolled over 1,000 pupils. This is an ideal school from the primary rooms 
to the high school. For completeness and thoroughness of the work done 
in all the grades and in the high school the Sistersville schools have few 
«quals south of Mason and Dixon's line. This school has developed during 
the last fifteen years from a poorly graded four-room school to its present 
proportions and efficiency. Professor J. D. Garrison is City Superintend- 
ent. He is a good school man and is maintaining a very high educational 
sentiment in the city, as is evidenced by the many improvements made 
during his administration. The high school course has been strengthened 
until it is now one of the accredited schools of the West Virginia Uni- 
versity. Two courses are given — the Latin and the English. The Latin 
course prepares for the University. The English course is designed for 
those who are not expecting to continue longer in school. Five teachers 
are employed in the high school, including the superintendent. The 
departmental method of work is in operation. Miss Anna N. Elliott is 
princi])al cf the high school and in charge of the department of mathe- 
matics. Miss Elliott is a graduate of the Wheeling High School, a studeat 
■of the West Virginia University, and one of the best teachers in the State. 
Miss Mary D. Hutchinson, a recent graduate of Mount Holyoke College, 
has charge of the Latin and German languages. Miss Florence M. 
Ramsey, another Mount Holyoke graduate, is teacher of English, Miss 
Herma Shriver, a graduate of Washington (Pa.) Seminary and Marshall 
College, has the department of history. There are no teachers employed 
in the high school or in the grades who are not graduates of a recognized 
high school, normal school or college. 

Music and drawing have been added to the curriculum in Sistersville 
and are in charge of a special teacher. Miss Mary L. Peck, a graduate of 
the Oberlin Conservatory of Music, has charge of the work and is doing 



3 52 History ok Education 

nicely. A new liiKli school building is in process of erection at Slsters- 
vllle, coHtinK ahouL $45,000.00 — a beautiful two-story buff briclt building 
of fifteen iooiiih, including a large assembly room and a room fitted up 
with modern ai)i)arutus as a laboratory for teaching chemistry and 
physics. The building will have a large campus, which can easily be 
made one of the most beautiful In the State. The Ohio River and the 
hills to the west form a very picturesque landscape, viewed from the 
building. 

The Middl<;))0urne (Jraded School cnijiloys four teac^hcis and has en- 
rolled 140 i)upiis. Professor Frank Ilaught is principal and is doing all 
that can b(! exijcctcd. The building is too small to accommodate the pupils 
properly. Miss llallie M. Swan is first assistant. Mr. C. B. Hamilton has 
charge of the intermediate room and Miss Maude Carpenter Is primary 
teacher. 

The Friendly Graded Scliool employs four teachers and has enrolled 
lUO pupils. I'rofessor E. S. Lively is i)rincipal and Is doing good work, 
ably UHSlsted by the following corps of teachers: Mr. J. E. Morgan, third 
room; Miss Maude Martin, second room; Miss Eleanor Horn, first room. 
Friendly has secured a very suitable modern school building. 

There are several other schools In the county I would like to give 
speciai iiHinLlon, but space will not permit. The schools of the county 
ar(j all doing nicely; I congratulate the teachers, pupils and patrons on 
this I'iict and hope that the progress of tlic past will continue, greatly aug- 
mented in the days that are to come. 

Tlie proposition for tlie establishment of a county high school In 
this county, submitted to the voters at the last election, carried by a large 
nuijority. The Board of Directors have secured a beautiful site for the 
building at Middleboiirne and have adopted plans for the erection of a 
buililing co.stiiig about $40,000.00. 1 am proud that Tyler is the first to 
establish a (ioiiiity high school, and hope that the future of the school 
will be sucli as to lead other counties to emulate our example. 



Upshur County. 

IIV W. S. MICK, SUi'KRINTIONUlONT. 

.Inst thirty years after the Pringle brolhers began their pioneer life 
in tlie hollow of the Sycamore tree standing on (he south bank near the 
mouth of Turkey' Run and nine months after the Immortal Washington 
had left the "White House to become a private citizen at Mount Vernon, 
Mr. Haddox, in a primatlve log cabin near the mouth of Radcliff's Run, 
less than two miles south of the present town of Buckhannon, indeed, 
within tlie suburbs of the town, taught the first school in the bounds of the 
present county of Upshur. This school was supported by private subscrip- 
tion. The Interest manifested can only be measured at this date by the 
liberality of the contriljutions which, when all collected, and paid over to 
the first "jolly pedagogue" in the present bounds of Upshur, amounted to 




Alol ,\ I I lll|-|, I 'l UMl I ',( IIOOl, 




Sai.i:;\i I'i iii.ic SciioDi. 



West Virginia 153 

the liberal salary of $60.00 and board per month. The latter half of this 
consideration was by compliance with the condition that the teacher go 
home in turn with the pupils of each patron and supporter of the school. 
This remuneration is in striking contrast with the meager salary paid by 
our present District Boards of Education. 

The attendance of this first school was regular, large, and wide. 
During the three months, the length of the school term, tradition informs 
us that the inexcusable non-attendance was nothing. Pupils were present 
at the hour of opening and during the day the program proceeded with 
the regularity of the clock. Children gathered from a circuit or five 
miles from the school house and answered the roll call. "Here." 

Our reliable informer also tells us the names of some who attended 
this first school. Thomas Carney, Zachariah Westfall and David Casto 
were pupils, Jacob, John, William and Isaac Cutright and their sister, 
Ann, and the Oliver children on Cutright Run were also pupils. Adam, 
Daniel, and George Carper from the present site of Buckhannon were 
boys in attendance, and the Tingles, the Finks and Hyers from Finks Run 
were also enrolled. 

The second school was established about 1800 on the site of the 
present court house in the town of Buckhannon and a Mr. Samuel 
Hall was employed to instruct the children of the neighborhood in 
reading, writing and arithmetic. 

Mrs. Mary Bradley taught the first school at French Creek in the 
year 1817. Thus the meager beginning of the school history in Upshur 
county. 

To these three schools others were added, as necessity and comfort 
advised. The increase of schools was not and could not be satisfactory, 
owing to the need of children at home, to clear the forest, to tend and col- 
lect the crops and otherwise to assist parents in providing for the absolute 
needs of the family. 

In the mind of the pioneer, the greatest and highest achievement in 
education consisted in the ability to read a morning and evening scripture 
lesson, a deed for land, or a stray volume of Shakespeare, or Poor Rich- 
ard's Almanac, also, to be able to answer notices, to prepare contracts 
and deeds and to communicate with the land office at Richmond. Along 
with these marks of proficiency went the ability to add sums, estimate dis- 
tances, to ascertain areas and to calculate interest. Whenever the child 
could handle and apply readily the principles of these branches, he was 
well qualified to meet and combat the contingent experiences of this for- 
est life. 

The greatest stimulus to general education with equal school ad- 
vantages came with the emigration of the New Englanders to this country. 
This emigration began in the year 1801 with Zachariah Morgan settling 
on the Buckhannon river near the town of Sago. His story of this new 
country attracted Aaron Gould, Sr., and his, in turn, brought Robert and 
Gilbert Young with their families in the year 1811. The years 1814, 1815, 
1816 and 1817 brought scores more of these enthusiastic Puritans, who con- 
tributed much to the agitation for greater school advantages which was 



154 History of Education 

seed sown in good ground and in time bore and is bearing fruit to the 
glory and liouor of Upsiiur county citizensliip. According to their strict 
ideas of life they forced an educational opportunity and made their child- 
ren take and improve it. 

Continuous battle was waged between poverty and the illimitable 
forest on one side and ambition and a hope of better future on the other. 
The acts of the Virginia Assembly of the late forties, giving partial State 
support to the schools were due in some measure to the violent agitation of 
the New Englanders west of the mountains. The Poor Fund converted 
many dwelling houses and churches into school houses. These required 
teachers and on February 1, 1847 an act was passed by the General As- 
sembly of Virginia entitled, "An act to incorporate the Male and Female 
Academy of Buckhannon." 

The incorporators by this act purchased a lot in the town of Buck- 
hannon, near where the Episcopalian church now stands on Main street, 
and built thereon a comfortable one-story school house. Nearly all the 
students who attended this school became teachers as soon as their 
preceptor thought them capable. Some became influential in county 
politics after 1851. 

So great was the interest in common school work that many new 
schools were started and the Poor Fund allotted to this county paid 
but a small part of current expenses. One teacher of this period tella 
us that he had thirty-five pupils and got only $3G from the Poor Fund. 
Whenever the Poor Fund was not sufficient to compensate the teacher for 
his services he could choose either to teach for the Poor Fund only, 
or had to solicit from the patrons, a varied subscription, which was paid in 
corn, oats, live stock, or currency as provided by the agreement be- 
tween teacher and patron at the time of the solicitation. 

This brings us to the war of the rebellion. 

An act passed December 10, 18G3, by the Legislature of "West Virginia 
established free schools throughout the length and breadth of this war- 
born commonwealth. 

A State superintendent, a county superintendent and a board of 
education of each school district has to be duly elected and qualified. 
The first election of a county superintendent and township school officers 
was held in every voting precinct in Upshur county on the fourth Thurs- 
day in April, 18C4, with the result that A. B. Rohrbough, afterward a very 
eminent divine of the West Virginia M. E. conference, till his death in 
1901, was chosen as first county superintendent of free schools of Upshur 
county. No report is left by him to tell the number of schools and what 
condition they were in at that date, but it is fair to presume that his 
work was hard and earnest. His successor, J. Loomis Gould, whose ad- 
ministration covered a period of six years from 1865 to 1871, gives a re- 
port for each year during his incumbency. His first report shows eighteen 
schools in operation, one school house, an enumeration of 2643, and en- 
rollment of 535, an average daily attendance of 384. Number of male 
teachers, 11; number of female teachers, 8; average salary for male teach- 
ers, $35 per month; average salary for female teachers, $18 per month. 



West Virginia 155 

With a view to comparison with this first report the figures of each 
succeeding ten years up to 1905 are taken. The report of 1875 shows the 
number of schools to be 68; enumeration, 3259; enrollment, 2434; average 
daily attendance, 1484. Number of male teachers, 49; number of female 
teachers, 24. Average salary for male teachers, $30.08; average salary for 
female teachers, $30.48. The report of 1885 shows eighty schools, eighty- 
three school houses, 4023 enumerated, 3195 enrolled, 1973 in daily attend- 
ance, 64 male teachers, 26 female teachers. The report of 1895 shows 107 
schools, 107 school houses, 4886 pupils enumerated, 3905 pupils enrolled, 
2730 pupils in daily attendance, 80 male teachers, and 39 female teachers. 
The report of 1905 shows 135 schools, 115 school houses, 4925 enumerated, 
3985 enrolled, 2699 in daily attendance, 67 male teachers, 65 female teach- 
ers. These figures indicate a healthy growth in the past thirty-eight 
/ears. At the time of the first report there were eighteen schools and one 
school house; at the time of the last report there were 132 schools and 115 
school houses. An average increase of three schools and three school 
houses per year. 

From the advent of the New Englander into the settlements along 
the Buckhannon river and the waters of French Creek, Presbyterianism 
took ' the lead in progressive educational ideas and affairs. Coming as 
they did from the highly intellectual atmosphere prevalent in and around 
Boston, it was but natural that they should take an unusual interest, 
indeed, the initiative, in providing for a general and a higher education of 
their children. Just prior to the Rebellion we find the Presbyterians iu 
and around Buckhannon under the wise leadership of Rev. R. Lawson 
an earnest educator, bound together in united effort to establish the 
Baxter's Institute named after Richard Baxter whom Dean Stanley styles 
"The chief of English Protestant school men" and the author of Saint's 
Everlasting Rest. A lot was obtained and a site selected by the White 
Oak Grove near the site of the present West Virginia Wesleyan College. 
Lumber was purchased and hauled on the ground. The contract for 
the building was let. War came on and the building was deferred. 
Armies invaded the county, besieged the town, appropriated the lumber 
for camp and camp-fires and Presbyterian hopes for a high grade school 
were temporarily dissipated. 

No sooner had the clouds of war cleared away than that unconquer- 
able thirst for knowledge in the Puritan's breast began to agitate the 
advisability and possibility of an academy. At this time as well as since, 
the Presbyterian faith had more devotees in and around French Creek 
and it was but natural that that place should be the immediate field of 
operation. 

On the 23rd day of February, 1871, the stronger and more well-to-do 
families of the French Creek Presbyterian church assembled in their 
church house and prepared papers asking for the incorporation of the 
French Creek Institute. The charter was granted March 2, 1871. The 
purpose of this school as stated in their charter was a male and female 
Academy, "to train up teachers and promote education generally." The 
amount subscribed and paid upon the charter was $410 with the privilege 



156 HiSTOBY OF Education 

of increasing the capital stock to $30,000. The charter does not expire 
until 1970, although the school has been for many years suspended and 
the academy building torn down. The first principal was Dr. Loyal 
Young. Other principals were Myra Brooks, J. Loomis Gould and R. A. 
Armstrong, now professor of English in the West Virginia University. 
This school wielded a wide, beneficent and salutary influence on the future 
school history and growth of this and adjoining counties. 

The next effort toward the establishment of a higher school in the 
county was the West Virginia Normal and Classical Academy in the town 
of Buckhannon. Its founders were men prominent in the Parkersburg 
Conference of the U. B. in Christ Church. Rev. Zebedee Warner, D. D., 
Rev. W. N. Weekley, Revs. C. Hall, J. O. Stevens and L. T. John were 
foremost in encouraging and consummating its establishment. Prof. 
J. O. Stevens was the first principal. He was greatly assisted by his 
lovable and enthusiastic wife, Mrs. J. L. Stevens, now of Dayton, Ohio. 
Other principals were Profs. L. F. John, W. S Reese, W. 0. Pries, W. O. 
Mills, now of the West Virginia Wesleyan College, and U. S. Fleming, now 
principal of the Fairmont State Normal School. 

When this school was moved to Mason City in 1897, the board of edu- 
cation of Buckhannon Independent District purchased the ten-room brick 
building formerly owned by the Academy and its beautiful campus, for 
the small sum of $5,000. This building with two frame buildings consti- 
tute the public and high school buildings of Buckhannon. 

This in brief is the history of the public, parochial and academical 
schools of Upshur county until the location of the West Virginia Confer- 
ence Seminary at Buckhannon in 1887, an institution that has grown to 
large proportions in its brief life, and is now the West Virginia Wesleyan 
College. 

I shall not take space to speak of either the Public Schools of Buck- 
hannon, with Professor J. S. Cornwell as city superintendent, of the West 
Virginia Wesleyan College with the Rev. John Wier, A. M., D. D., as pres- 
ident, but leave this important work to these gentlemen. However, I deem 
it a privilege as well as a duty to say, in passing, in behalf of the cause of 
education that both of these institutions stand second to none in the State, 
and are shedding a luster of light and knowledge which points to good 
citizenship, noble manhood, and pure womanhood. 



Wayne County. 

L. G. SANSOM, SUPERINTENDENT. 

Prior to the year 1862, we had very few schools in Wayne county. 
What few we had were subscription schools, the teachers for which were 
hired by the wealthier settlers. Sometimes the poorer class were allowed 
to attend these schools. The settlers would come together and throw up a 
round log cabin. This cabin had a spacious fire-place taking up almost all 
of one end of the building; this was the heating apparatus. For ventila- 
tion there was usually a log left out on either side of the building. This 



West Vikginia 157 

-was covered with greased paper in winter, through which the imperfect 
rays of light penetrated, giving the pupil some light for study. The fur- 
niture of the room consisted of some rude benches made by splitting poles 
In halves and putting legs into them. 

In the year 1862 a small allowance was made from the State of Vir- 
ginia for the support of the schools in Wayne county. At this time there 
were five districts in the county, in each of which was appointed a com- 
missioner of educational affairs, and these five constituted the board of 
public school fund of Wayne county. 

During the Civil War there were very few schools in the county, 
most of the able-bodied men being engaged in the war. After the war 
was over, the cause of free schools was again revived, but their progress 
was naturally slow. About the year 1867 the bitter feelings growing out 
of the war between the states having somewhat subsided, all parties now 
felt the need of a permanent educational system. The State fund had nat- 
urally accumulated, there being no schools to pay for, until the Boards of 
Education were able to build hewn-log houses in the most densely popu- 
lated districts, and had funds sufficient to pay for about forty-nine days 
of school annually. 

S. P. Webb, of Ceredo, was the first county superintendent of Wayne 
county, and was appointed in 1868. Mr. Webb was educated in one of 
the eastern colleges; besides having had. a thorough training in the com- 
mon branches, he knew something of the classics. We now had a county 
superintendent to look after our educational affairs together with three 
members from each magisterial district as a board of education of that 
district. There were also three trustees in each sub-district, their duty 
being to see that the schools are taught as the law requires. 

In 1872 was called a State constitutional convention which met at 
Charleston. Resolutions were prepared and submitted to this convention, 
which made ample provisions for a system of free schools, and without 
very many changes were adopted and ratified by this convention. These 
with very few alterations remain the basis of our free school' system. The 
Boards of education continued to build log houses wherever they were 
most needed, and many poor children enjoyed the blessings of a free 
school education. At this time — 1875 — there were eighty-six log houses 
in Wayne county, but the work of building went steadily on. 

In the year 1888 the first frame school house was built in Wayne coun- 
ty. Under a series of laws passed since 1872 we have been advancing rap- 
idly indeed. These are, a law passed in 1894, lengthening the term of 
school officers from two to four years, a law creating a county school book 
board, and various other laws for the betterment of the school system. 

We have indeed made wonderful progress. With twenty log huts in 
1861, we now h&ve 172 neat frame buildings, one seven-room brick build- 
ing in Ceredo, one four-room frame building in Kenova, and two four- 
room buildings under construction, one at Wayne, the county seat, the 
other at East Lynn, a mining town in Stonewall district. From 400 chil- 
dren, who attended school in Wayne county in 1862, we now have 7560 in 
school. With a State appropriation for 1862 of pos,sibly a few hundred 
dollars, we now, in 1906, receive $16,087.06. 



158 History of Education 

Webster County. 

GAINES CHAPMAN, SUPERINTENDENT. 

Suitable material for writing Ihe early history of education in Web- 
ster county is very meager. The "master" who ruled with the rod left 
no journal of his success or failure. This lack of written information 
must be suplied from the memory of the oldest inhabitants, which is not 
alwaya reliable. 

No schools were taught in the territory now embraced in Webster 
county till the year 1835. The first school house was erected by the Ham- 
rick brothers on Elk river, about six miles above Webster Springs, and 
William Grilfin was employed by these brothers to teach their children 
three months for ten dollars and board. 

Of the pioneer teachers in the county we mention the following: 
William Kain, William and Samuel Given, Israel Clifton, Jonathan Griffin, 
Joseph Woods, Timothy Holcomb and Frank Duffy. 

One of the peculiar features of these subscription schools in this 
county was that the teacher sometimes allowed the pupils to vote on the 
question of "open" or "closed" school. If a majority voted for "open" 
school, then each pupil must spell and read aloud while studying his les- 
sons. 

On account of disorganization of the county, the free school system 
was not carried into effect until 18G8. Dr. C. W. Benedum was the first 
to teach a free school at Webster Springs In 1871. At that time but two 
families lived at the Springs, those of P. F. Duffy, afterwards Auditor of 
the State, and James Woodzell. Some of the pupils came for a number of 
miles. The enrollment was 33. Among those who first taught in the free 
schools here were John Sawyers, J. B. McCourt and Jonathan Griffin. 

Until recently our schools made slow progress. Teachers were defi- 
cient and their salaries were low. The financial condition of the county 
was not good and even with the maximum levy our schools could not be 
kept open longer than three or four months. But brighter days have 
dawned. A decade ago we had fifty-seven schools, but the recent develop- 
ment of the natural wealth of the county has enabled us to maintain over 
one hundred schools for the full legal term and pay our teachers salaries 
that will average with those of the State. 

Summer normals have been the means of preparing the majority of 
our taechers for the profession. In 1890 Professor W. C. Dodrill opened a 
school of this kind at Haynes and has, with other good teachers, taught 
many successful terms since then. He has had an experience of twenty- 
five years and has been the means of accomplishing much for the cause of 
education in this county. 

There is a general awakening to the importance of .education in our 
county. The citizens of Glade district at the election of 1906 voted by a 
large majority to establish a high school at Cowen. Many of the schools 
now have small libraries. The enumeration of school youth in 1892 was 



West Virginia 



15& 



1887; in 1906 it was 3527. The following named persons have served as 
County Superintendent of Webster county in the order named: 



1. 


Jas. Dyer. 


7. 


P. W. Bruffey. 


2. 


Dr. C. W. Benedum. 


8. 


J. M. Hoover. 


3. 


Noah Clifton. 


9. 


H. H. Bruffey. 


4. 


P. J. McGuire. 


10. 


M. T. Hoover. 


5. 


W. B. Stanard. 


11. 


Gaines Chapman, 


6. 


E. H. Morton. 


12. 


Geo. R. Morton, 



Wctzcl County. 



S. L. LONG, SUPERINTENDENT. 

It is n6t our aim in this brief sketch to give a complete chronology of 
education in Wetzel county from its formation to the present time, but 
to give the reader a brief outline of our wonderful progress along educa- 
tional lines within the last half century. 

The first schools taught within the borders of what is now Wetzel 
county were subscription schools. The teachers were usually from other 
states— Pennsylvania and Ohio, we are told, furnishing most of them. The 
school term averaged about twelve weeks; the rate of wages, from eight 
to twelve dollars per month; the teacher boarded around among the pat- 
rons of the school and helped the boys do the chores morning and evening 
to pay for his board. 

To be able to read, write, cipher and wield the "birch" was good "stock 
in trade" and about the only requirements for a teacher. 

These schools continued up to the time West Virginia was admitted 
Into the Union. The constitution of the new State provided that the Legis- 
lature should pass a law to establish a system of free schools throughout 
the entire state. Wetzel was one of the first counties to attempt to put 
the new system into operation. The starting of these schools by the £<.d- 
vocates of popular education was fraught with many disadvantages. It 
seems strange to us now that there was any opposition to a measure that 
gave to all classes of people an equal chance to secure at least a common 
school education. But the advocates of the new law went to work with 
the determination of making it a success. New houses were built, new 
district boundaries were established; the attendance at school gained very 
rapidly; our own boys and girls began to prepare to become teachers 
themselves. Thus a new era had dawned. 

At first the people were a little doubtful of the home teachers. They 
didn't think it possible for them to teach and govern a school; but they 
soon saw their mistake and for twenty-five or thirty years the schools 
of the county were taught almost exclusively by home taechers. How- 
ever, for the last three or four years, on account of the vast development 
of the material resources of the county many of our teachers have quit 



160 History of Education 

teaching and have taken up other work more remunerative. This makes 
a scarcity of teachers in the county, many of our schools being filled with 
teachers from other counties. 

The school houses at first were built of logs with the chinks chunked 
and daubed; an old-fashioned fire-place six or eight feet long, into which 
logs of wood were piled and set on fire, served to heat the room, and when, 
perchance, the room got too hot the door was thrown open to admit fresh 
air. This was the only means of ventilation. A piece was cut from one 
of the logs, usually on the opposite side of the house from the door, over 
which greased paper (sometimes panes of glass) was put to admit light. 
A board or puncheon six or eight feet long placed under this window 
served as a writing desk, where the pupils were required to stand and 
write during the writing period. A split sapling, with pins driven into it 
for legs, served f€»r seats. But these log houses have gradually given way 
(the last one in the county was destroyed by fire in 1898 or 1899) to frame 
buildings, equipped with modern seats and desks. 

The old-time apparatus — the dunce cap, dunce block and birch — have 
gradually given way to charts, maps, globes, mathematical blocks, etc. 
Today the schools of Wetzel county will, we believe, compare favorably 
with those of any county of the State. 

For some time the question of good libraries of well-selected books 
has been discussed at teachers' meetings and elsewhere, with the result 
that a majority of the schools are now, at the beginning of the year 1907, 
supplied with a choice library. We believe that every school in the coun- 
ty will before another year rolls around have a library. 

Wetzel county can now boast of two High Schools. On April 26, 1906, 
the board of education of Clay district submitted to the voters a proposi- 
tion to establish a High School and issue $15,000 worth of bonds to erect 
an eight-room building at Littleton. The proposition carried almost unan- 
imously, only a few votes being cast against it. The building, which is 
nearing completion, will be one of the best in the state when done and 
furnished. It is a stone and brick structure of modern architectural de- 
sign, the plans and specifications were drawn up by Chapman & Alexander, 
two noted architects of New Martinsville, W. Va. It consists of eight 
recitation rooms, a library, principal's office and an auditorium which will 
seat about six hundred people. The total cost will be about $22,000. 

The other High School is at New Martinsville, the county seat. The 
present school building, one of the finest in the State, was erected in 1901, 
at a cost of about $40,000. It is a sixteen-room building with large and 
commodious auditorium, principal's office, library, etc. The teaching 
force, numbering sixteen teachers, is equal to any in the State. 

More high schools will be established in the county within the next 
year or two. Grant district, at the election in November, voted an eight 
months' school term, and the agitation for a high school is gaining 
ground every day. ' 

The wages for teachers have increased from 50% to 80% the last 
three years. Center district pays $52, $47, $42 for the different grades this 
year. Four districts pay $50 for first grade, one pays $45 and one $40. 




Bexwood School 




Edgington Lane School, Ohio Couxty 



West Virginia 161 

The outlook for better schools for our boys and girls, where they can 
secure a good high school education at home, is indeed very promising. 

The following is a list of the county superintendents from the begin- 
ning of the free school system to the present time: R. W. Lock, John J. 
Yarnall, Wm. Newman, Geo. K. Franks, J. U. Morgan, T. M. Haskins, Chas. 
J. McAllster, John H. Wade, L. W. Dulaney, W. T. Sidell, Friend W. Par- 
sons and S. L. Long. 



Wood County. 

BY W. T. COCHRAN, SUPERINTENDENT. 

Wood county soon after the admission of the State was laid off into 
districts and sub-districts, school officers were elected and a school system 
established. The people of the county availed themselves of the oppor- 
tunities thus afforded, and it soon became necessary to enlarge the school 
houses or build new ones. 

This condition gave rise to a demand for better and more efficient 
teachers, and methods were used to bring about a higher standard of pre- 
paration in teachers. 

County institutes were held and their advantages became so appar- 
ent that by legislative enactment, attendance was made obligatory upon 
teachers. The County Superintendents of Wood county have been men of 
ability and have worked to secure a high standard of efficiency among 
the teachers of the county. Present conditions are most satisfactory in 
city and county. 

Wood county has one District High School outside of Pai'kersburg, 
and its work is a strength to the schools in the section where it is lo- 
cated. 



Wyoming County. 

BY B. WADE COOK, SUPERINTENDENT. 

Wyoming county was organized In the fall of 1849 or the early part 
of 1850, from a portion of what was then Logan county, Virginia. Before 
the breaking out of the Civil War there were here and there a few "schools 
for indigent children," but schools were the exception rather than the 
rule, before the war. There were no schools organized under the Virginia 
law of 1846. 

During the war everything was in a state of chaos; little or no atten- 
tion was given to education and schools in the county. But in the consti- 
tutional convention, which convened in the city of Wheeling on Novem- 
ber 26, 1861, for the purpose of framing a constitution for the proposed 
new state, Wyoming county was represented by Hon. Wm. Walker, Mr. 
Walker was made a member of the committee on Education. The report 



162 History of Education 

of this committee, with a few slight changes, became Article 10 of the first 
constitution; and with some modifications and additions, Article 12 of our 
present constitution. 

In 1865 Madison Ellison was elected first County Superintendent of Wy- 
oming county. One of the first, if not the first, free schools was taught 
by Hon. W. H. H. Cook, in his father's kitchen, at the old Thos. M. Cook 
homestead on Rockcastle Creek, a short distance above where the Rock- 
castle Baptist church now stands. This was in November, 1865. The 
school had an enrollment of about fifty scholars. 

Soon after the war the citizens and officials of this county began in 
earnest the arduous task of organizing free schools. Progress was neces- 
Barily slow, as the county is large, rough and mountainous, and at the be- 
ginning only very sparsely settled and without roads and school houses. 
In 1876 at the time of the centennial exhibition at Philadelphia, there were 
reported only twenty-nine free schools and two church houses in the 
county. 

Among the many whom we may now look upon as pioneers in the 
work of organizing free schools in this county may be mentioned. Rev. 
W. H. H. Cook, Hon. T. F. Bailey, Levi Gore, Jas. H. Stewart, Capt. W. T. 
Sarver, Capt. C. S. Canterbury, the Gunnoe brothers, Dr. I. Bailey, Austin 
Cooper, and Rev. J. L. Marshall. Among those who have done good work 
in the training of teachers are: Rev. J. S. Poe, first graduate of the Con- 
cord State Normal School; E. M. Sentei", circuit clerk of this county; Prof- 
A. J. Lacey, Rev. Peter Clay, L. M. Poe, T. A. Cook, Powell Lane, Hon. John 
W. Cook, Prof. Chas. Preston, E. S. Hatfield, Prof. J. E. Philips, F. C. 
Cook, County Superintendent of McDowell county; Thos. J. Cooper, County 
Superintendent, from 1885 to 1887; Prof. Alfred Chambers and J. Russell 
Christian. Of those who have retired from the profession, of teaching, 
but whose life story is a part of the educational history of the county we 
mention: Jas. H. Stewart, L. L. Shannon, Dan. Gunnoe, Fount Goode, L. 
P. Cook, Lee P. Bailey, E. E. Stone, A. M. Stewart, M. L. Jones, J. Harney 
Cook. The free schools in this county have met with and overcome many 
obstacles in their upward progress. Among these has been insufficient 
funds, which has resulted in a short school term until very recently. 
Notwithstanding all these hindrances our schools have multiplied, until 
we now have ninety-three schools in the county. We have seventy large 
commodious school houses, twenty houses that are only fair, and only 
three that are very iitdifEerent ; the "old log house" is a thing of the past 
in Wyoming county. We are now consolidating our schools and erecting 
large two-room buildings wherever two or more schools can be put 
together. 

Teachers' institutes have always been well attended in this county, 
and have wrought a great change for good upon our schools. The Uniform 
System of Examinations is securing for our schools much better teachers 
and increased wages all over this county. Our teachers are being paid in 
some districts for third grade certificates $40, for second grade certificates 
$42, for first grade certificates $45, while in three districts $50 is being paid 
for first grade certificates. When the Legislature of our State enacted a 



West Virginia 163 

law providing for a system of uniform examinations for teachers, the 
propriety of such a step was generally questioned by the friends of educa- 
tion throughout the county, but the results of these examinations under 
the new system have been very satisfactory, but very few of our teachers 
having failed to make grades. Our teachers compare favorably with those 
of all the surrounding counties.. 

The graded course is being pretty well followed in our schools, and 
Is bringing about very satisfactory results. The Concord State Normal 
and Marshall College are doing much toward supplying our schools with 
intelligent, energetic, up-to-date teachers. There is at this time — January 
1, 1907 — one railroad nearing completion through the eastern part of the 
county, and another building through the same portion of the county. 
There are also two lines surveyed down the main Guyan river by Pineville, 
the new county seat. All these roads penetrate immense coal fields and 
almost boundless stretches of primeval forest, composed of the finest tim- 
ber in the world. With the great increase of taxable property as a natural 
result of the development of these great sources of wealth, and its conse- 
quent increase of our school revenues, the educational future of Wyoming 
county is promising beyond the most sanguine expectations of the found- 
ers of the free schools of this county. The foBowing is a list of the Coun- 
ty Superintendents of this county, with the term of each: 

iJladison Ellison 1865—1870 Thos. J. Cooper 1885—1887 

Richard M. Cook 1870—1872 M. L. Stone 1887—1889 

T. F. Bailey^ 1872—1877 Jas. Cook 1889—1891 

A. Shannon .* 1877—1879 I. J. Cook 1891—1893 

J. L. Marshall 1879—1881 Jas. Cook 1893—1895 

Philip Lambert 1881—1883 R. Wade Cook 1895—1907 

D.. 0. Bailey 1883—1885 W. G. Sparks 1907— 



CITIES AND TOWNS. 



Benivood Public Schools. 

BY DOKA B. DAVIS. 

A number of years before the free school system was established by 
the Legislature of our State, Benwood had subscription schools. In 1852 
the first mill was brought to Benwood, being moved from the city of 
Wheeling to this place. The mill company erected a building of two 
rooms to be used for educational purposes. This building was used, how- 
ever, only a short time, when it was destroyed by fire. 

"On July 5," 1864, the first "school commissioners of Union township 
met at the home of Dr. McCoy for the purpose of organizing and listing the 
children in said township." The following sites were chosen for the 
school houses: No. 1, Benwood; No. 2, Boggs Run; No. 3, Thatcher's 
farm; No. 4, Conner's farm; No. 5, M. Calwell's farm; No. 6^ Pine Hill; 
No. 7, McConnell's farm; No. 8, Revenscraft's farm; No. 9„ Allen's farm. 

The building in Benwood was erected on the bank of the Ohio river, 
which at that time was a very beautiful location. The population in- 
creased rapidly until this building was found inadequate for the number 
of pupils. In 1873 it was torn down and replaced by a brick building of 
four rooms, to which two additional rooms were added. This building 
was used until the year 1901. 

Dr. Leonard Eskey was the first principal in charge after the erection 
of the new building in 1873. He held this position for a number of years. 
During this time a course of study was arranged and the first diplomas 
were conferred. Dr. Eskey was succeeded by Miss Anderson, of whom 
the records have little to say. 

J. W. May, our next principal, did much for the cause of education 
during the years he taught in Benwood. He was the first to arrange and 
establish a High School Course, and to conduct regular commencement ex- 
ercises. Mr. May was followed by Clyde S. Ford, who now holds a high 
position in the Regular Army of the United States. After Mr. Ford re- 
signed the position to go to school, R. A. Riggs was elected principal, hav- 
ing at this time six assistants. He was succeeded by George M. Ford. 

About the time the first public school was established in Benwood, 
a building was also erected near the mouth of Boggs Run. This was a two- 
roomed building and the children from North Benwood attended it. In 
the year 1895 this building was abandoned and the pupils from up Boggs 
Run were permitted to attend school in North Benwood, where an excel- 
lent new school building had been erected and C. E. Carrigan, with one 



West Virginia 165 

assistant, organized and conducted the first school. The school population 
increased until it was necessary to have four assistants in this school. 

In 1901 the Board of Education of Union district, which consisted of 
Robert Newton, C. W. McCombs and J. W. Davis, erected two new school 
buildings in Benwood, one in Centi-al Benwood, which is the High School, 
and the other in Lower Benwood, called the Junction School. Since its 
erection the High School has had two principals, C. E. Carrigan, followed 
by George E. Hubbs. The High School principal is also City Super- 
intendent. 

Prof. George E. Hubbs is the present superintendent. L. M. Crow is 
principal of North Benwood, and John S. Bonar is principal of the Junc- 
tion School. W. C. Mcllvain is truant officer. The school has a three-year 
high school course, which is both thorough and practical. It has been the 
aim to strengthen the course each year. The school has a general library 
to which a number of books are added each year. Each room has its own 
library, since by this method the teacher can better control the reading 
pursued by the pupil. 



Public Schools of Berkeley Springs. 

BY MISS AGNES L. BECHTOL. 

Prior to 1853 education in Berkeley Springs was fragmentary and lim- 
ited. There was no fixed order for the dissemination of knowledge, the 
time, place and manner of its dissemination being determined by the in- 
dividual's pocket. The people as a whole were unlearned, not so much 
from a lack of interest, as from a lack of advantages. Only those who pos- 
sessed wealth reveled in the delights with which education, culture and 
refinement reward their toilers. 

In the above named year there was established at Berkeley Springs 
an institution of learning known as the Morgan Academy. Major Roberts, 
of Kentucky, was the founder. At the head of this school he continued 
his work for eight years, only leaving it when the war came on. This 
school was conducted in the basement of the old Methodist church on the 
site where stands the present edifice. During the day he taught the 
children, and in the evening he held his famous night school for their 
parents, principally, but anyone who chose could attend. These night 
schools were exceedingly well attended and proved to be invaluable. His 
compensation was one dollar a month from each member. 

From this school sprang many famous men, two of whom I shall 
take the time to mention. The first was the noted Charles T. O'Ferrall, 
for many years an honored citizen of Berkeley Springs, and later Governor 
of Virginia, now deceased. The other is the Rev. Mr. Peter Whisner, now 
a noted elder in the M. E. church south. 

The following reminiscences concerning Major Roberts from one of 
his pupils, now an old woman, I found interesting. He was tall and 
soldiar-like in appearance, having a keen eye and a commanding presence. 



163 History of Eoicatiox 

He emphasized promptness, calling his school by blowing a conch shell, 
which could be heard distinctly over the town; and woe to the boy or girl 
who refused to obey its summons. No pupil was allowed to enter his 
presence without a distinct <'good morning." In the evening the pupils 
were dismissed by twos, at the door each pair halting, the boys to malie 
a profound bow and the girls to courtesy. Beneath this military bearing 
was the real man. For in spite of his exact methods and firm commands he 
was a consistent Christian, a scholar, an exemplary gentleman. 

At the outbreak of the war Major Roberts returned to his native 
state, and with his son founded a noted school in which he continued un- 
til his death, fifteen years ago. So much for the man who had the idea of 
system and whose long service bore fruit in the years following the War. 

In the year lSt>7 the first Free School was established in Berkeley 
Springs in an old Methodist church which stood on a lot now owned by 
the heirs of the late J. Rufus Smith. The building contained two rooms 
and the pioneer teachers w-ho taught here were the following: Mr. 
Myers, ISIiss Kate Boone, Mr. Prather, Miss Sue Stater, Mr. Peter Raring, 
Mr. Cooper and Mr. J. S. Bechtol. This old building was condemned Sep- 
tember 1. 1S73. and the school was removed to the basement of the old 
51. E. church, where Morgan Academy had been located, as previously 
noted in this sketch. The Board of Education at this time consisted of 
Hon. John T. Siler. Dr. J. W. Ewing, and Mr. L. A. Cassard. 

The teachers who taught in this old basement from 1S73 to 1878 were 
the Rev. Mr. Bennett Smith. Mr. George Buck, the Rev. Mr. Chas. O. Cook, 
Mr. Karklevrhodes. Mv. J. S. Bechtol. the Rev. 'Sir. J. Mc. Duckwall and Mr, 
Wm. Crossfield. 

In the autumn of 1S78 Mt. Wesley School was ready for occupancy. 
The Board of Education and promoters of the new building were: Hon. 
John T. Siler, Judge J. S. Duckwall, and ex-Sheriff John H. Buzzerd. The 
let on which the building was erected was purchased from Dr. J. W. 
Ewing. and the school was named Mt. Wesley in honor of the noted Meth- 
odist divine. This building is a brick structure which stands on an 
eminence commanding a view cf the whole town. In the days of the stage 
coach it was the first object in Berkeley Springs to greet the eye of the 
visitor as he crossed Warm Spring mountain, entering town. "When first 
built it contained four rooms, three of which were opened for school pur- 
poses. This building cost between six and seven thousand dollars. A 
plot of four acres, properly fenced, surrounds it and the sloping grounds 
are covered with fine old oaks, the delight of all those who have spent 
many years at the Academy. 

The first principal at Mt. Wesley was Chas. A. Waynant, of Beaver, 
Pa., who served from 1S78 to 1880. Other principals since have served as 
follows: H. W. Allwine, of York, Pa., 1880 to 1883; E. E. Mercer, of Fair- 
mont. W. Va.. ISSo to 1S89: C. J. C. Bennett, of Fairmont, 1889 to 1S90; 
W. C. Miller, of Fairmont, 1890 to 1891; M. H. Willis, of West Union, 1891 
to 1893; E. E. Mercer, 1893 to 1895; G. M. Bassell, of Lost Creek, 1895 to 
1S90: E. E. Mercer, 1S9G to 1S99; R. E. Allen, the first principal from Mor- 
gan county, 1S99 to 1900; J. N. Fries, of Dayton. Va., 1900 to 1904; John 



West Virginia 167 

Buchanan, of Berkeley Springs, 1904 to 1905; H. E. Swope, of Windber, 
Pa., 1905 to 1907. 

In 1892 the Board of Education composed of Mr. J. W. Johnson, Mr. 
W. H. Somers and Mr. W. H. Brady, had erected an addition of two rooms 
to Mt. Wesley at a cost of $1175. Six teachers were then employed. Again 
in 1905 the Board of Education, composed of Mr. C. E. Hunter, Mr. John 
M. Miller and Mr. John T. Kerns, found it necessary to relieve the crowded 
condition of Mt. Wesley. In consequence in the northern part of town 
was erected an up-to-date one-room building for primary instruction. 
This building cost $1500. This is the beginning of what will be a few 
years hence, an imposing ward school. With the opening of this building 
the eighth teacher was added to the faculty. Our numbers are increasing. 
In 1875 two teachers were employed in the public schools of Berkeley 
Springs, with an enrollment of fifty-nine. In 1907, the enrollment has in- 
creased to 345. 

This school is equipped for advancement, and good work is being 
done in all the grades. A Bible is on the teacher's desk in every room. 
The library contains 800 volumes of choice books suited to all grades. 
These books are properly shelved and catalogued and trustworthy librar- 
ians have them in charge. A special effort was made this year to supply 
the little people with the best literature obtainable. The effort was suc- 
cessful and we now have a number of excellent books for the primary 
grades. These books are kept in a case to themselves on the lower floor; 
they are easy of access and in the care a special librarian. A year ago 
the school bought an excellent piano. This was duly installed and added 
greatly to the pleasant side of school life. It has been a decided factor in 
moral development as well. The school also has an organ in use. 

Last but not least is the new course of study recently arranged. It 
outlines the work pursued by the pupils from the first grade to the senior 
class in the High School. This is printed in a neat pamphlet, which con- 
tains also a list of graduates of Mt. Wesley dating from 1899, when the 
system was first established, and a list of rules governing the use of the 
library. 



The Bluefield Public Schools. 

BY J. W. TI.XSLEY, SUPERINTENDENT. 
THE CITY. 

The city of Bluefield, situated on the Norfolk and Western railroad, ten 
miles east of the great Flat Top Coal Fields, has had a phenomenal ma- 
terial growth, and the educational interests have by no means been neg- 
lected. 

Where in 1888, the farmer cultivated his fields and his cattle grazed 
over the hills undisturbed, is now (1906) Bluefield, a hustling city of 
14,000 inhabitants, with a school population of approximately 2,200. 



168 History of Education 



SCHOOL BUILDINGS. 



The first shool building was a frame liouse of four rooms, erected 
in 1889. But this did not supply the growing population with adequate 
accommodations very long, and in 1895 an attractive^ modern brick build- 
ing of ten school rooms and an office, was erected at a cost of $20,000. 

A suitable building of four rooms, with large halls and cloak-rooms, is 
now nearing completion in South Bluefield. The four-acre lot and the 
building cost $8,000. 

An addition of two large rooms, with an upper and a lower hall, 
and cloak-rooms, has recently been completed for the accommodation of 
pupils attending the West End School. The latter building, therefore, has 
six rooms. The city now has, including the six-room building for the 
colored school, six buildings. 

Heating and ventilation in the High School building are secured 
by the Peck-Hammond system. Automatic self-flushing sanitary closets 
have been recently installed in the High School and West End building. 

? 

GRADED SCHOOL. 

The history of the public schools of Bluefield, as a graded system, 
had its beginning in 1893, when the Board of Education established a 
Graded School and appointed Mr. N. B. Studebaker, Principal, with eight 
assistant teachers. Mr. Studebaker was Principal for two years, and 
was succeeded by Mr. .J. J. D. Medley, who, with thirteen assistants, 
served until his death in February, 1897. Mr. V. V. Austin was made act- 
ing Principal for the rest of the school year. 

Mr. C. A. Fulwider was elected Principal in the autumn of 1897, 
and served in that capacity until 1903, when he was made city superin- 
tendent and principal of the High School. 

The two positions were made distinct at the beginning of the pres- 
ent school year. Mr. Fulwider was retained as Principal of the High 
School, and J. W Tinsley was elected as Superitendent, the entire time 
of whom is devoted to the distinctive duties of his office. 

The corps of teachers now numbers twenty-five for the five build- 
ings, and six for the colored school. 



Teachers holding No. 1 certificates are paid $50 per month; those 
holding No. 2 certificates receive $40 per month. The teacher of the 8th 
grade of the Grammar school, who is also secretary of the Faculty, is 
paid $65 per month. The Principal of the High School receives $100 
per month, and the teachers in that department, $55 per month. The 
Superintendent is paid for services covering the entire twelve months of 
the year. 

COURSE OF STUDY. 

Previous to the year 1903, the course of study comprised only the com- 
mon school branches with the addition of algebra, literature, rhetoric, 
and geometry. In 1903, the High School was organized, and the course 



West Virginia 169 

arranged to include thirteen years; three primary, four intermediate, 
two grammar, and four high school. The High Shool course includes 
gi-ammar, rhetoric, history, literature, physical geography, algehra, Latin, 
German, geometry, physics, botany, geology, and chemistry. 

DISCIPLIXE. 

Each teacher has charge of his room for disciplinary purposes, and 
in all matters of discipline the teacher is held responsible, every en- 
couragement being given to make teachers independent of other author- 
ity in the matter of the exercise^of discipline. An appeal from the teach- 
er to the Superitendent is allowed. Teachers are held to strict ac- 
countability to the Superintendent; the latter, however, reenforces the 
authority of the teacher over the pupil. A report of each pupil is sent 
to the parents at the end of each month, showing his record for attend- 
ance, punctuality, deportment and scholarship. Those who are neither 
tardy nor absent during the month, and have an average of 90% in 
scholarship, and whose deportment is good, are put on the honor roll, 
the room attaining the greatest percentage of such to its enrollment hav- 
ing the privilege of early dismissal on the afternoon of the Monday fol- 
lowing the end of the school month. 

Interest has been aroused in behalf of the establishment of libraries 
in the various rooms of the different buildings, and pupils and others 
are making liberal contributions for this purpose. 

The teachers are organized for meetings on alternate weeks, and are 
pursuing the professional course of study prescribed by State Superin- 
tendent Miller for the West Virginia Teachers' Reading Circle. 

The teachers, as a rule, are ambitious to excel and are performing 
satisfactory work. Several of them are graduates of Normal Schools and 
the others have received training at other reputable schools. When they 
show inefficiency, they are eliminated, it being the purpose of the school 
authorities to surround our pupils with the best talent available under the 
conditions. 

ENROLLMENT OF PUPILS FOR 1906-7. 

There are now enrolled over 1,200 white and 300 colored children. 
These numbers will be increased as winter approaches. • 



The Public Schools of Buckhannon. 

BY EX-SUPERINTENDENT U. I. JENKINS. 

Any history of the educational development of this town, so far as 
that history may relate to the Public Schools only, must be somewhat in- 
definite, since the records of all proceedings prior to 1881 were destroyed 
by fire. While the oldest citizens of the place can give much of interest 
and profit concerning the early schools, such information is not reliable 
enough for history. With this apology for his inaccuracies, the writer 



170 History of Education 

compiles those facts that seem to him most likely to interest the student 
of our educational progress. 

In this town much attention was given to education before the organ- 
ization of the public schools. In 1847 an act was passed by the General 
Assembly of Virginia, providing for the establishment of the Buckhannon 
Male and Female Academy. The school was opened soon after, and con- 
tinued in operation until after the outbreak of the Civil War. The school 
building stood a little way back from West Main street, not far from the 
present site of the Episcopal church. This Academy furnished many 
teachers to Upshur and other counties, and laid the foundation for the 
higher school with which the town is now blessed. Ex-Mayor T. G. Farns- 
worth, present member of the Board of Education of this town, was a stu- 
dent there, and later a member of the Board of Directors. 

The free school system went into operation here about 1865 or 1866, 
soon after the suspension of work by the Academy. The first teacher was 
one Mr. Barren, who was given fifty dollars a month for his services. He 
was a man of scholastic attainments, and soon was able to command 
higher wages than the town could afford to give; so, his services were 
lost to this people. 

It is of interest to note that Senator D. D. T. Parnsworth, who has 
held almost every office in the gift of the people from that of school trust- 
ee to Lieutenant Governor, was the first school trustee. His interest and 
influence in education are shown by the fact that in the year 1878 he, 
supported by George Clark, Capt. A. M. Poundstone, Dr. G. A. Newlon and 
others, employed Miss Anna Gait, a college-bred woman from Virginia, to 
conduct a private school. This teacher prepared several students to enier 
Broaddus College at Clarksburg, W. Va. Senator Farnsworth also served 
eighteen years as regent of the West Virginia University. 

Among the early teachers of note were Captain Gould, now of the 
Territory of Alaska; Senator R. F. Kidd, for a long time one of the most 
enthusiastic and most successful teachers in this part of the State, and 
now a lawyer of Glenville, W. Va. ; Col. George R. Latham, later a Minis- 
ter of the United States to Australia, now a citizen of the town. 

To dwell further upon the early history of our schools would be to 
repeat what is, substantially, the history of every school. Difference of 
names does not essentially make difference of history. No strong person- 
alities come upon the scene to leave the impress of their characters. 
No evolution in education, or change in administration of school affairs 
comes to develop here a system of schools peculiarly strong or unique, or 
in any way different from ordinary schools. So, we pass from the time 
when we rely upon memory, to the days of authentic records. 

In 1881, J. O. Stevens and three assistants were chosen to teach in 
the public schools, and Principal Stevens remained two years. At the 
end of that time he resigned to take the principalship of the Normal and 
Classical Academy, a denominational school which was opened in the town 
in 1883 (?). He was succeeded by E. O. Hall, and he by T. E. Hodges. 
Following him in the order named were E. C. Ravenscraft, J. F. Ogden, C. 



West Virginia 171 

W. Milam, F. H. Crago, W. R. White, H. A. Darnall, F. F. Farnsworth, 
and U. r. Jenlvins. 

Further personal mention of some of these superintendents may be 
of interest. E. C. Ravenscraft was the first to grade the schools of the 
town, and introduce a course of study. J. F. Ogden spent the last years 
of his life in teaching in the West Virginia Conference Seminary at this 
place. F. H. Crago has for years been one of the principals in the Wheel- 
ing city schools. W. R. White was first State Superintendent of Free 
Schools in this State, and first principal of the Fairmont Normal School. 

To give even a brief biography of these distinguished men would be 
foreign to the purpose of this article; and, much as the writer would like 
to dwell upon their influence and achievements, he must forego the pleas- 
ure in order that he may dwell further upon that which more vitally con- 
cerns our own progress as a public school. 

Whatever advancement has been made by a change of principals or 
superintendents, that advancement has not been due to increased salaries. 
An examination of the county records reveals the fact that the teachers 
in the "grades" of our town schools are receiving the same salary today 
as was paid, on an average, to teachers who taught in this county the first 
year of the organization of free schools in this part of the State. 

Available records of the 'town show that, between 1881 and 1891, 
four different principals received $75.00 a month, one received $85.00, two 
received $95.00, and only one received as little as $65.00. In 1891 F. H. 
Crago received $120.00 and W. R. White received $100.00 in 1892. At 
no time since, until the present year, has more than $75.00 been paid, and 
once only $70.00. 

According to the best information obtainable, the public schools of 
the town were opened in a part of the building now occupied by the High 
School department. A lot costing $500.00 was purchased from Senator D. 
D. T. Farnsworth, and on it was erected a substantial four-room building. 
In 1884 the building was remodeled and enlarged to eight rooms. It has 
frequently undergone repairs and refurnishing, so that many thousands 
of dollars have been put into it. In 1894 or '95 a building of two rooms 
was erected in the southern part of town and was used for the white chil- 
dren until 1897. Since that time it has been used for the colored children. 

The year 1897 marks one of the greatest achievements on the part 
of the local board. At that time the West Virginia Normal and Classical 
Academy, sometimes known as Union College, was sold for debt. Our 
Board, composed of Dr. T. G. Farnsworth, A. M. Liggett, and C. A. Bailey, 
acting upon Jeffersonian principles of statesmanship, purchased this prop- 
erty for the small sum of five thousand dollars. Although they felt that 
they had "stretched their power until it cracked" by creating a debt for 
such a purpose, they nevertheless felt it a great opportunity thus to pro- 
vide for the future. So progressive and so statesmanlike was their action 
in this matter, that no one ever called it in question; and today we are in 
possession of a good eight-room building, and as beautiful a campus as na- 
ture could provide. Well may it be said of them twenty years hence, 
"that they builded better than they knew." There are many reasons why 



172 History of Education 

we may believe that, within a year or two, the Board will provide a 
modern school building. While we have fared reasonably well during the 
past, public sentiment is rapidly growing in favor of better accommoda- 
tions ,and doubtless they will soon be provided. 

Although the town has. as citizens, a large number of distinguished 
educators prominent in this State, no effort has ever been made to secure 
them as members of the Board of Education; but representative business 
men have never been wanting. At present the Board is composed of J. 
M. Chidester. assistant postmaster: Sanford Graham, assistant bank 
cashier; Dr. T. G. Farnsworth, ex-Mayor. It is to such men that we owe 
the possession of valuable property. 

During the last several years the board has been employing a man to 
act in the capacity of superintendent, and he has been discharging the 
duties of one; but according to existing laws for this independent district, 
the Board has no such authority. A new charter will be sought at the 
next session of our Legislature, and, if granted, it will prove of great 
service to those who labor under it. The course of study has been changed 
from time to time, until now it includes the average work done by pri- 
mary, intermediate, and grammar department, and four years of High 
School work. 

In most things, cur tendency is decidedly upward. The location of 
the Seminary here has made it impossible to keep in the public school, 
until they graduate, some pupils who otherwise would remain; on the 
other hand, this higher institution of learning has given such an inspira- 
tion for better things, and has given us so many excellent teachers that, 
on the whole, it has been very helpful to the public schools. It has been 
estimated that four-fifths of the public school graduates enter the Sem- 
inary. The class oi 1907 is composed of five boys and ten girls, and is 
the largest in the history of the school. 



Cameron Public Schools. 

BY A. D. GIVEXS, PRINCIPAL. 

Any history of the development of the Cameron Public Schools in 
their earlier stages must, of necessity, be very meager, as the records are 
not clear, and furnish no definite information regarding the erection of 
buildings. 

The earliest record of a meeting of the Board of Education is that 
of September 2, 1865, the meeting being held at Glen Easton for tne 
"purpose of reporting on the enumeration of youth in Cameron Town- 
ship." 

The earliest record we have that relates directly in any manner to 
the history of the Cameron schools is of a meeting of the Board of Educa- 
tion at Glen Easton, April 20, 1866. At this meeting it was decided "to 
purchase a site from John Parkinson on the Waynesburg Road, near Rock 



West Virginia 173 

Lick, one from George Hubbs, in Glen Easton, and also one from Dr, 
Stidger, in Cameron. 

However, there is no record relating to the erection of a building until 
1869. During this year a two-story frame building containing two rooms 
was erected on a lot purchased of David McConoughey. This building 
adequately served its purpose until 1878, when it was found that the 
school had outgrown its quarters to such an extent that more room was 
a necessity. To relieve this condition the old Disciple Church was pur- 
chased and used as a school building. This building filled the demand 
until 1891, when a two-story brick building containing four rooms was 
erected. Again in 1900 the school had outgrown the building and a two- 
room annex was built, making six rooms in all. Again in 1903 it was 
found necessary to relieve the overcrowded condition and two rooms in 
another part of the city were rented and furnished for school purposes. 
In 1906 temporary relief was again secured by renting another room in 
the city. On November, 1906, Cameron voted to issue bonds in the sum 
of $35,000 for a High School building, and' ere the dawn of another 
school year the present unsatisfactory quarters will be swept away and 
replaced by a magnificent modern structure that will be both an orna- 
ment and an honor to Cameron. 

In 1887 Cameron School was made a graded school, with the require- 
ments for graduation limited to the common school branches until 1900, 
when Algebra, Physical Geography, and American Literature were added 
to the course of study. Again in 1903 Drawing. Rhetoric, Plane Geometry 
and First Year Latin were added. 

The year 1906 marked the beginning of a course of study in keeping 
with other schools of a similar grade. Within the coming year sufficient 
additions will be made to the course to make the work preparatory to 
the University. 

The school has a library of over six hundred volumes, embracing 
history, fiction, biography, oratory and essays, besides works of reference. 
For the most part the library fund is maintained by the pupils of the 
school. Contributions are made, and it has been customary for the 
school to give an entertainment each year for the purpose of raising 
additional funds. 



Ceredo Independent District. 

(Ceredo and Kenova.) 

BY SrPERIXTENDEXT G. OTTO CBADY. 

Ceredo was settled by people from the New England States in 1857. 
The schools of Wayne County were organized in 1865. Mrs. A. M. Poore 
taught the first free school in Ceredo in the old Union Church. In the 
following year the town was incorporated through the efforts of 
Lucian Avers. 

On the 28th of February, 1872, by an act of the Legislature of West 



174 History of Educatiox 

Virginia, what had until that time been Ivnown as School District No. 
1, of Ceredo Township, was set apart as the Independent School District 
of Ceredo. This act was amended and re-enacted in 1879. 

Nature has richly endowed the district with beauty. The level flood 
plains on the banks of the Ohio, backed by the hills; the ever-changing 
condition of the waters of the Big Sandy; the meandering of the Twelve 
Pole through groves of sycamores and elms present at all seasons of the 
year a source of pleasure and food for reflection. 

By the provisions of the act above referred to, Z. D. Ramsdell, Hurston 
Spurlock and Charles B. Webb were appointed as the first School Oom- 
missioners. These gentlemen met for organization on March 14, 1872. 
After all were duly sworn into office by the Clerk of the Circuit Court 
Mr. Z. D. Ramsdell was chosen president of the board, and for temporary 
organization Mr. Charles B. Webb was chosen secretary, and Hurston 
Spurlock treasurer. 

During the thirty-five years since the establishment of the district, 
the average term of office of the secretary (not including the first secre- 
tary, who was but secretary pro tern.) has been four years; the average 
term of office of the superintendent or principal has been less than two 
years; Mr. Collier, until recently secretary of the board, held that office 
almost thirteen of the thirty-five years; at the time of his death, January 
4, 1907, he had been a Commissioner twenty of the thirty-five years. The 
painstaking, honest efforts of these two gentlemen have done much to 
bring the schools to their present state of efficiency. 

One of the first acts of the first Board of Education was to improve 
the school property by planting trees and enclosing the lot with a fence. 
In 1886 the capacity of the building was increased from two to four 
rooms. Some time before this it was necessary to rent an extra room 
for school purposes. In 1894 the building was further enlarged to six 
rooms. This building was used until destroyed by fire, in 1895. 

The fire occurred Friday, October 6, 1895. By Tuesday morning the 
schools were housed in rented rooms in various parts of the town, rough 
boards serving as benches and desks. School was taught on the following 
Saturday; thus the burning of the building did not cause the loss of a 
single day of school. 

This catastrophe at the time seemed to be a very serious matter, 
but it was really a blessing in disguise, for on the same site was erected 
a splendid eight-room brick building, which at present is known as the 
Central building of the district. At present plans' are being made to 
enlarge this building, that better accommodations may be provided for the 
High School. 

Kenova was incorporated as a town in 1895, but in 1893 a two-room 
frame building was built in that part of the district. In 1898 this was 
enlarged to four rooms, and at the present time plans are being made 
for a new house, to be constructed of brick or concrete. 

The first principal of the Kenova schools was Mr. Charles Hazard, 
who was elected in 1893. In 1895 Miss Maggie Kelley was elected to the 
position, and in 1897 Mr. W. W. Smith. The next principal was Mr. F. A. 



West Virginia 175 

Mitchell, elected in 1898. He was succeeded by Mr. E. O. Saunders in 
1899, who still occupies the position. Mr. Saunders has the distinction to 
have been employed as a teacher in the district for a longer term than 
any other. 

It would be diflBcult to state just when the High School was organ- 
ized, for it was a gradual outgrowth of the school system. The first 
class to graduate was in 1894. Until 1897 the superintendent, or principal, 
as he was then designated, did all the teaching in the High School; but 
In that year Mr. E. Diefenbach was elected principal of the High School. 
He was succeeded in 1898 by Miss Elizabeth Clinefelter, who was suc- 
ceeded in 1899 by Mr. B. E. Morris. Miss Anna Lederer, elected in 1901, 
is at present the principal. 

On May 4, 1900, the Ceredo High School was placed on the accredited 
list of the West Virginia University. The present course of study em- 
braces the following: Latin, four years; German, one year; English, 
four years; History (Ancient, Modern and American), two and a half 
years; Mathematics, two and a half years; Science, four years. The 
equipment for teaching Chemistry and Physics is good and is being con- 
stantly added to. 

The Amendment of the Act of 1899, referred to in the first part of 
this sketch provided that a tax of two-tenths of a mill on the dollar 
could be levied for library purposes. As a result two fine libraries have 
been established — one in the Ceredo building, of about 2,000 volumes, 
and another in the Kenova building, of about 1,000 volumes. The books 
are well bound, well chosen and much used. 



Clarksburg Public Schools. 

BY SUPERINTENDENT F. L. BURDETTE. 



Schools Of some kind were taught in Clarksburg from her earliest 
settlement. Tradition asserts that immediately after the Revolutionary 
War private schools in the town, then the new location for the Court- 
house of Harrison County, were in charge of teachers of the better type 
for that period. The first attempt to establish a regular school was made 
in 1787, when the old Randolph Academy was chartered by an act of the 
Virginia Legislature. Among the names of trustees appointed to take 
charge of the school were those of James Madison and George Mason, 
now illustrious in the history of Virginia and of the nation. For the 
support of the academy one-sixth of the surveyors' fees collected in the 
counties of Northwest Virginia were appropriated. The Academy was 
Intended to be a preparatory school for William and Mary College, for 
which institution the surveyors' fees had previously been appropriated. 
In 1789 the Legislature authorized the trustees to raise by lottery an 
additional sum for the use of the Academy, which amount was not to 



176 History of Education 

exceed the value of one thousand pounds of tobacco. The grounds were 
donated by Hezekiah Davisson and the building was ready for the recep- 
tion of students in 1790. Rev. George Towers, a graduate of Oxford, 
England, was the first professor in charge, and he remained at the head 
of the school for many years. He taught Latin, Hebrew, Greek, and the 
sciences. At a later period the Virginia Legislature again authorized 
an additional sum to be raised for the school by lottery. 

In 1842 the old Randolph Academy was merged into a new institu- 
tion, incorporated under the name of the Northwestern Academy of Vir- 
ginia, 'which was established on the site and In the building of the old 
Academy. This new institution was under the direction of the Methodist 
Episcopal Church, had a strong course of more than college preparatory 
work, and received a liberal support in donations and patronage. The 
old building was burned in 1844, and was replaced by a brick structure on 
the old site, a part of which continued in use for school purposes till 
1895. The doors of the Northwestern Academy were open regularly ten 
months out of the year for the reception of students till 1861 or 1862, 
when the outbreak of the Civil War called its students and teachers to 
other scenes. During the war the building was used for a prison and 
barracks. In 1865 the last session of the Northwestern Academy was taught 
by the Rev. John Connor, a minister of the Methodist Episcopal Church. 
During that year the first public schools were taught in rooms rented in 
different parts of the town. In 1866 the entire Academy property, 
grounds, building, and equipment, were turned over for the use of the 
public schools; but no transfer of title was made. In 1867 the Clarksburg 
Independent School District was established by legislative enactment. In 
1878 an act of the West Virginia Legislature vested the title of all such 
school property as that of the Northwestern Academy in the regularly 
constituted public school authorities. In this case the splendid site of the 
present Central High School, containing one and one-half acres in the 
center of Clarksburg, thus became the property of the public schools of the 
city. Randolph Academy, 1790-1842; Northwestern Academy of Virginia, 
1842-1866; Clarksburg Public Schools, 1866 to the present time, have, in 
succession, come into possession of the same property and received the 
public support and patronage. 

During the first session of the public schools in 1865 - 1866, there were 
three teachers. The first Board of Education for Clarksburg Independent 
District, in 1867, consisted of Daniel Boughner, R. T. Lowndes, and B. F. 
Shuttleworth. The first principal of the schools, in 1866-1867, was Rev. 
John Connor, with John Blackford and Misses Isabella Davisson, Molly 
Lynn and Emily Griffin as assistants. The following principals and su- 
perintendents have since been in charge: 

1867 - 1868 — Julius Anderson and four teachers. 

1868 - 1873 — Dr. William Meigs and four to six teachers. 
1873 - 1878 — D. C. Lonebery and six teachers. 

1878 - 1882 — C. W. Lynch and eight teachers. 

1882 - 1892 — John G. Gittings and eight to ten teachers. 

1892 - 1895 — L. J. Corbly and ten to thirteen teachers. 




W nil ij nil 

i ff^ nil JiiiTltel 



New Building at Hinton. 




New Martinsville High School. 



West Virginia 177 

1895-1897 — John G. Gittings and thirteen to fourteen teachers. 
1897 - 1907 — F. L. Burdette, the present incumbent, and fifteen to 
forty-two teachers. 

GROUNDS AND BUILDINGS. 

The city's public school grounds and buildings consist of: First, the 
lot in the central part of the city, the site of the old Randolph and North- 
western Virginia Academies, which contains one and a half acres, and 
on which the Central School building was erected in 1895 at a cost of 
$25,000; second, a lot of three-quarters of an acre at Point Comfort, in 
the west end of the city, on which the West building was erected in 1897 at 
a cost of $6,000; third, a lot 160 feet by 180 feet at Alta Vista, in the east 
end of the city, on which- the Alta Vista building was erected in 1902, at a 
cost of $1,500; fourth, a lot 100 feet square in the southern part of the city, 
on which the Monticello building was erected in 1903 at a cost of $4,000; 
fifth, a lot 121 feet by 131 feet in the Second Ward of the city, on which the 
Carlisle building was erected in 1906 at a cost of $26,000; sixth, a lot 120 
feet by 150 feet, in the Fourth Ward of the city, on which the Pierpont 
building was erected in 1906 at a cost of $26,000; seventh, a lot 100 feet 
square in the Second Ward of the city, on which the Water Street build- 
ing was erected in 1901 at a cost of $1,400. The last named school is for 
colored children. All school buildings in the city are of brick and stone. 

COURSE OF STUDY. 

The first eight years are divided into Primary and Grammar depart- 
ments of four years each, and are preparatory to the High School with 
a four years' course. 

The High School offers three courses of study, equal in units of work, 
with the exception of English reading requirements. 

A physical laboratory has been fitted up, and apparatus for use in 
the subjects of Physiology, Botany and Geography has been provided. 
From the High School preparatory course students have entered the 
freshman classes of West Virginia University, Washington and Lee, Ohio 
Wesleyan and University of Cincinnati. They are regularly received into 
the freshman classes of West Virginia University and Washington and 
Lee without examination. 

The school library contains 1781 books, the use of which is free to 
students, under the direction of their teachers. 

The schools are in session for a term of nine months each year, 
and the entire common and High School courses comprise a period of 
twelve years for the average student. Courses in Drawing and Vocal 
Music are offered throughout the schools, under the direction of their 
special supervisors. 



178 HisTOEY OF Education 

History of the Cliarleston Scliools. 

BY SUPERINTENDENT GEORGE S. LAIDLEY. 

The free schools of Charleston were organized in the fall of 1864^ 
the year following the admission of the State into the Union. The first 
school for white children was taught by Mr. J. T. Brodt. In the same 
year a school for colored youth was organized, taught by Miss Olive 
Sparrow. These schools were very small and poorly patronized. The 
buildings used were wholly unsuited to school purposes. The first school 
was taught in the basement of the Methodist Church, and as late as 1868 
the best accommodation for schools was a rickety frame building, scarcely 
fit for a stable. 

In this year the Board of Education, composed of progressive men, 
determined to secure a better building. They met with much opposition, 
but were eventually sucessful in carrying out their intention. They 
erected the Union School, a two-story building situated on State street,. 
then the center of the town. When completed the building could accom- 
modate about three hundred pupils. All the white schools of the town 
were then consolidated in the new building. 

In 1871 by an act of the Legislature the control of the city schools 
was given to the City Council. It remained thus for ten years, when it 
was again transferred to a city Board of Education. One of the most 
progressive principals of this period was Mr. S. H. Patrick, who had 
control of the schools from 1873 to 1878. During this time he drew up a 
course of study, — the first standard adopted for grading the schools. 

Mr. George S. Laidley was appointed superintendent in 1878. With 
the exception of the years 1881 - 1883, he has held the position continuously 
till the present time. There is little to be said of the history of the 
schools from 1883 to 1895, except that they continued to grow in enroll- 
ment and in adaptation to the needs of the city. The uninteresting 
character of the annals of this period indicates the prosperity of the 
schools. » 

There was a notable progress in one direction in these years. The 
school buildings at present in use were built to replace the older struc- 
tures, now grown inadequate for the increased population. The houses 
tfuilt at this time were of brick, and furnished with modern appliances. 
Ample grounds around the schools afford the pupils an opportunity for 
outdoor sports. 

In 1895 the towns on the northwest side of Elk River were added 
to the city limits. At the same time the school districts were made co- 
extensive with the city. Two new schools were opened in this part of the 
city, and a few years later the Lincoln School, a handsome brick build- 
ing, was erected a short distance below Elk River. 

The limits of the city were further extended in 1897 by the addition 
of the territory formerly known as Ruffner, which lay southeast of 
Charleston. This new district also required a new school. 

The growth of the Charleston High School in the last twenty-five 
years has been substantial. In 1882 Mrs. Mary R. McGwigan was chosen. 



West Virginia 



179 



principal, with Mrs. Coleman as assistant. For twenty-four years Mrs. 
McGwigan filled this position with credit to herself and with advantage 
to the school. Her devoted service to the young people of Charleston has 
borne good fruit, for she has exerted a strong influence for good over the 
young men and women of the city. From its rudimentary beginnings the 
High School has grown until it now has an enrollment of 209 students, 
under the care of ten teachers. The four years' course of study measures 
up to the standard of High Schools throughout the country. The gradu- 
ating class of this year has twenty-five members. 

At the beginning of the school year 1903-1904 the High School 
moved into the building just completed, and reserved for its exclusive 
use. It is a handsome three-story brick building on Quarrier street. 
It is fitted up with all the appliances that contribute to the success of the 
modern High School. The Alumni Association of the Charleston High 
School was organized in 1899. Yearly meetings since that time have 
brought the graduates in touch with each other and with the school, and 
have thus added materially to the advantages offered by the school. 

At the present time the Charleston Schools occupy nine buildings, and 
have an enrollment of 3,227 pupils. There are 84 teachers, beside the 
superintendent. Two new schools of eight and twelve rooms, respectively, 
are now in process of erection. The schools are directed by a Board of 
Education consisting of nine members. Much of the present prosperity 
of the schools is to be attributed to the broad minded attitude of this 
board, whose acts are determined solely by the needs and best interests 
of the school. 

Members of the Board of Education of Charleston Independent 
District, 1907. 



J. E. Chamberlain, President. 
A. T. Cabell. 
L. Caperton. 
R. B. Cassady. 
D. T. Farley. 



Val. Fruth. 

M. Gilchrist. 

A. G. Higginbotham. 

L. L. Price. 

W. 0. Daum, Secretary. 



School Buildings Occupied. 

date of no. of cost of 

name. erection, booms, building. material. 

High School 1903 15 $40,000 Brick and Stone 

Lincoln 1898 10 25,000 Brick 

Mercer 1889 16 35,000 Brick 

Union 1892 21 50,000 Brick 

Garnett 1890 8 10,000 Brick 

Washington 1902 4 4,500 Brick 

Ruffner ^ 

Elk J Temporary buildings to be replaced by those 

Bigley L ^o'^ i^ construction. 



180 HrSTOKY OF Educatiox 

The Charles Town Schools. 

EY MISS OURA TOMLINSON. 

In some portions of the Mother State the interest in education was 
greater than in others. 

Jefferson County, imbued with the spirit of him whose name it proudly 
hears, and with which the highest educational institution of the old State 
Is inseparably connected, as early as 1829, made efforts to provide a 
school for the tuition of her poor children, appropriating "a sum not 
exceeding one hundred dollars to the employment of a teacher for said 
school, on condition that the inhabitants of the district shall subscribe an 
equal or greater amount, and shall agree to constitute the school so es- 
tablished into a free school for the education of all the children in the 
school." 

When, in 1846, a free school statute was enacted, Jefferson was the 
first county in the State to establish the system and to build school 
houses. 

In Charles Town, the first public school house, built substantially of 
native limestone, upon which was afterward reared a second story of 
brick, still stands upon North street. Children of both sexes attended this 
school; the teachers were all men, and for years were not natives of the 
town or county, but came from other counties of Virginia or from other 
States. 

The schools were not popular; the name "Free School" created a 
prejudice in the minds of the people; the rich and the cultivated class 
of the community preferred paying the high tuition rates of private insti- 
tutions of learning to patronizing those schools. Consequently, there was, 
for boys, a flourishing Academy first organized in 1795 and incorporated in 
1797, taught by men of attainments and recognized ability. There was also 
a seminary for girls and young ladies, while for many years two such 
Institutions were well supported by the town and vicinity. 

After some years the town was divided into two school districts and 
a second school house built, which was afterwards set apart for girls 
exclusively, the first one then becoming a boys' school. 

In 1889 the first attempt to establish a graded school was made, the 
two buildings were divided into two rooms each, and four teachers were 
appointed. 

In 1893 the Board of Education purchased a building containing 
twelve rooms on the north side of the town at a cost of $9000; it was 
fitted up for the graded school, and six teachers were employed, together 
with Mr. Wright Denny as principal. 

Under his zealous and efficient management the school has steadily 
grown and prospered. It is now the Charles Town Graded and High 
School; consists of ten grades, embraces a High School course, and enjoys 
the reputation of a thorough and high-toned school. "Its work is ac- 
credited by various institutions of learning, among which are the West 
Virginia University; V. P. I., Blacksburg, Virginia; Washington and 
Lee University, and the work has been accepted on certificate without 



West Virginia 181 

further examination at the Female Normal School, Farmville, Virginia; 
Peabody Normal, Nashville, Tennessee; St. John's College, Maryland, and 
other institutions. 

The record of the students at colleges and universities is a matter 
of pride." 

A library of well chosen books was established some years ago, and 
new books have been added each year, until now the number of volumes 
is largely over five hundred. Some of the best magazines and periodicals 
are kept on the reading room table. 

The names of the Board of Education for the year 1906 - 7 are J. D. 
McGarry, president; B. E. Beavers and S. Lee Phillips, commissioners; 
Charles A. Johnson, secretary. 



History of Edgei^^ood Graded School. 

BY H. L. PEDICORi:), PRINCIPAL. 

About three miles northeast of Whellng lies the town of Edgwood, 
situated in one of the richest and prettiest valleys of our "Mountain 
State." 

Here, some fourteen years ago (1893), a little band of men came to- 
gether to consult each other as to how to obtain- a school for their children. 
The result was that a mass meeting was called in Hands' Hall, Elm 
Grove, to persuade the Board of Education that a school was needed. 
The citizens were put off at that time because the board was heavily in 
debt, due to the destruction of school property by a flood. A second mass 
meeting was called at Seibert's Garden at which the board was asked to 
be present. After much discussion the citizens determined that, if nec- 
essary, they would go on the bond of the board to enable them to put up 
a school building. 

The agreement was made, but its fulfillment never became necessary, 
as the next board found no difficulty in providing funds for the erection 
of a two-room frame building. It was located on two lots purchased on 
the so-called Edgington Lane. Comparatively few families lived there 
then, but most of them were land owners. School was in session the 
next year, 1894, for five months, being taught by J. H. Lazear and Miss 
Hallie Baird. 

In 1895 Miss Lena Meminger taught for a term of eight months. Miss 
Meminger was succeeded by J. D. Muldoon, who was principal one year. 
He was succeeded by A. W. Curtis. In February, 1899, the frame building 
caught fire and was destroyed. School was taught in a private house 
the rest of the year. 

The board then ordered a four-room building erected upon the site 
of the old one, though at this time they were criticised for extravagance. 
The school was once more in operation in September, 1900, and three of 
the four rooms in use. Another room was added in 1902. 

Mr. A. W. Curtis, who had been principal for five years, was sue- 



182 HiSTOKY OF Education 

ceeded in 1902 by George S. Biggs, the County Superintendent of Schools; 
the former was transferred to a more responsible position at Elm Grove 
under the same board. Mr. Biggs retired at the end of that year in ac- 
cordance with the State law forbidding County Superintendents to teach. 
He was succeeded by the present incumbent, who has held the position 
for four years. 

Edgington Lane was incorporated June 14, 1905, as the town of 
Edgwood. Bonds were issued to the amount of $17,000 for the provision 
of lights, streets, walks and roads. It is essentially the same today as 
years ago — a town of residences for business men and laborers of 
Wheeling who take the advantage of the excellent trolley system passing 
through. The town possesses many of the advantages of city life, with 
but few of its dangers; there are no saloons and no factories; pure air 
and pure water are abundant. The children of such a town naturally are 
free from the many hindrances of life in industrial communities. 

In 1905 bonds were issued to provide for an addition of four rooms to 
the school building; these were ready for occupancy in September, 1906. 
This building is unsurpassed by any of its class in the State. It is 
finished in hard wood and alabastine; it has all modern conveniences, 
such as large rooms, the best of light, metal ceilings, hot air furnaces, 
electric bells, an assembly hall with seating capacity of nearly 300, and 
a library of about 200 volumes; it is a well equipped school in every 
respect. 

There are now six teachers well equipped to instruct the 200 or more 
school youth in attendance. We have had free text books since 1903. The 
graded course of study has always had its place. We are now following 
an outline made by the principals of Triadelphia District in accordance 
with the latest State Manual. Our attendance averages about 95 per cent. 
We have for the present year eight months of school, but will have a 
nine-months' term next year. 

There have been nineteen graduates from the Edgwood School — three 
in 1902, seven in 1903, five in 1904, four in 1906. The class of the present 
year consists of five boys and four girls. 

A high school course of one year was arranged in 1906, and two 
pupils are now doing that work. It is but a beginning in this line, and 
additional high school work will be added in time. Our graduates enter 
Wheeling High School or West Liberty State Normal with advanced 
standing. 

Our pupils are not purely local, but many not properly in the sub- 
district are granted permission to attend, where they have superior 
advantages; these come from Mount Leon, Pleasant Valley, Leatherwood 
and Mount de Chantal. 

The many advantages we enjoy are provided by a board that is wide 
awake to the needs of the community and quick to act when the needs 
assert themselves. As Whittier says in his Centennial Hymn, "Let the 
new year shame the old." 



West Vieginia 183 

The Elkins Public Schools. 

The town of Elkins began its corporate existence in 1889. It was 
then a small village, giving little promise of the thriving town it has now 
become. Its present population is estimated to be about 5,000, and is 
.steadily increasing. 

From its youthfulness the brevity of its educational history may be 
inferred. The expansion of the public school has kept pace with the 
increase of population and it will not be claiming too much to say that in 
thoroughness of organization and instruction, in practical efficiency, it 
is second to few or none of the schools of the State. 

The "Independent School District of Elkins" was established by act 
•of the Legislature in 1893. The movement to secure an independent 
■district met with strong opposition, but through the efforts of progressive 
citizens, the movement finally succeeded. Its success was fortunate for 
the educational interests of both the town and the county; for had the 
independent district not been established, the wages paid the teachers 
of the town school would have been little or no higher than those paid in 
the country schools, and the town school would never have attained its 
present efficiency and could not have exerted the influence it is now 
wielding upon the school work of Randolph County by its exemplification 
■of the use and superiority of advanced educational methods. 

This is a proper place to observe that at this time the free school 
system had some enemies in Elkins, and though there is, at present, no 
avowed opposition, still the old aristocratic idea that the free school is 
a charitable institution and that children who attend the schools open to 
the common people will lose caste and distinction socially, is entertained 
by a few people. In consequence several attempts have been made to 
establish private schools. These attempts have not been successful, and 
some of the youth, especially young ladies, who could very profitably 
attend the public schools for several years more, are attending private 
schools away from home. 

When the independent district was created, Elkins had no school 
l)uilding. In 1890 two rooms in the Harvey building were used. The 
next year the School Board was obliged to rent three rooms in different 
parts of the town to accommodate the one hundred and twenty-five children 
enrolled that year. The same unfavorable conditions existed in 1892 and 
1893, though there was, in the latter year, an enrollment of 225. Soon 
after the establishment of the independent district, however, the erection 
of a building of eight rooms was begun. The cornerstone of this structure 
was laid with appropriate Masonic ceremony on July 4, 1894; and on De- 
cember 17 of that year was opened this first temple of learning in the 
town of Elkins. The cost of this building was approximately $30,000. 

At that time the eight rooms were not all needed, but in less than 
seven years after its completion this building was inadequate. In 1901 
and 1902, the board was obliged to rent one or more rooms. This year, 
1903 - 4, suitable rooms could not be rented and the board was compelled 
to enlarge the building by the addition of four rooms, making twelve ill 



184 History of Education 

all. Owing to the heavy expense of building, and the low rates at which 
property is assessed, the school has not been well supplied with the- 
necessary apparatus and appliances for teaching. 

The school has had four principals. The first was Mr. N. G. Keim, who 
served in that capacity from 1893 to 1896. It was fortunate that, at this 
stage of its existence, the school was entrusted to a man of Mr. Keim's 
experience and ability. In 1896 he was succeeded by Mr. C. W. Flesher, 
who held the position three years. He was succeeded in 1899 by J. S. 
Cornwell, who served until 1906, when C. E. Jenks was appointed to fill 
the position. Under the management of these four men, the school has 
been thoroughly organized according to modern ideas of grading and 
management. 

In 1893 there were 225 pupils, and three teachers, besides the princi- 
pal; in 1907 there are 850 pupils. This does not include a colored school 
of about 35 pupils. There are in all 23 teachers employed. 

The course of study includes, besides the eight years of elementary 
and grammar school work, a four years' high school course in which 
four years in Latin, two years in German, three years in mathematics, 
four years in English, one year in physics, one year in physical geography, 
and two years in history are required, with botany and chemistry as 
optional studies. 

A new eight-room building is being constructed in South Elkins, and 
if the present rate of growth continues, at least two more buildings will 
need to be added within the next three years. 



Elk Garden Graded School. 

BY D. C. ARNOLD, PRINCIPAL. 

Elk Garden is a mining town located in the western part of Mineral 
County, on the Allegheny Mountains 2,300 feet above sea level. Twenty- 
five years ago the primeval forest was hewn down and there sprung up 
in its stead a mining town of about 2,000 population. There was at that 
time about 400 acres of the magnificent fourteen-foot vein coal at this 
place. This vein is nearly exhausted and the smaller veins are coming 
into market. 

As has been stated, the forest gave way to the town, but at first the 
trees and the houses disputed each other's claims. 

The school house was built in the woods. Chestnut trees in the fall 
dropped their nuts — large, brown and tempting nuts — in the paths that 
radiated from the school house, thus affording the children one of the 
pleasures of childhood — gathering nuts from under the "spreading chest- 
nut tree" as they passed to and from school. 

Four teachers composed the teaching force at first, which was after- 
ward increased to six. Messrs. Richard Boseley, Kenneth E. Burke, Charles 
E. Taylor and D. C. Arnold have been the principals, the latter having 
held the position for the last twenty years. 



« 





Nkw BuiLDi?fG AT Littleton. 




Third Ward. Weixsburg. 



West Virginia 185 

There have been eight graduating classes under the State graduating 
system, in all fifty-five graduates — nineteen boys and thirty-six girls. 
The first class was graduated in 1895. There were three members in this 
class — Messrs. James Norman and James Kenny and Miss Winifred B. 
Fenton. The two gentlemen are successful merchants and Miss Fenton, 
a graduate of the Fairmont Normal School,' after teaching a number of 
years, is in charge of a business office at Elkins. 

Mr. Stephen Dixon, at the time president of the County Court, was the 
first president of the Board of Education to sign a diploma. 

Professor J. Walter Ross, of the class of 1897, afterward graduated 
from the Elliott Commercial School at Charleston, in Shorthand, and is 
now one of the leading teachers in the State, occupying a position in the 
Elliott Commercial School, in Wheeling. 

Mr. R. Marsh Dean, of the class of 1899, is clerk and paymaster for 
the Davis Coal and Coke Company, at Cumberland, Md. 

Mr. Wallace Bischoff graduated from the University of Ohio in mining 
engineering and now holds a lucrative position as superintendent of 
mines in Fayette County, this State. He finished the common school 
course here before the graduating system went into effect. Two young 
men of the earlier days have become prominent ministers — Revs. Charles 
Biggs and Harry Mai'sh; and Miss Belle Mclntire, who graduated at the 
head of her class at a female seminary in Pennsylvania, is the wife of Rev. 
Hough Houston, New York City. 

Nineteen of the fifty-five graduates became teachers, engaging in this 
high and honorable calling one or more years. Twelve of the whole num- 
ber are teaching at the present time. Others are bookkeepers, clerks, stu- 
dents at higher institutions, and eight of the ladies are housekeepers. 

All the rooms (six in number) of the school building are supplied 
with maps, and three rooms are supplied with globes and large diction- 
aries. The principal's room is supplied with two large maps, one a State 
and the other a United States map; three globes, physiological chart, 
mathematical blocks, dry measures, liquid measures, and numerous smaller 
articles. The room contains one large case for apparatus, an organ, and 
two library cases containing over 600 volumes. The library books, the 
organ and a part of the apparatus were purchased by the school children 
and teachers with money procured by entertainments and suppers. 

The Board of Education of Elk District have always been liberal in- 
purchasing apparatus for the schools throughout the district, and in the 
last ten years have spent $120 for apparatus in the Elk Garden School. 



The Elm Grove Public School. 

BY A. W. CURTIS, PRINCIPAL. 

At the forks of Wheeling Creek, about five miles east of Wheeling, 
on the old Cumberland road, stands the historic town of Elm Grove. 



1S6 History of Education 

Moses Shepherd was the first white man to build a home here, and 
become a permanent settler, having received the first land grant in this 
section, in the year 1802, August 26th. 

The first school house within the present corpoi-ate limits of the 
town was a one-room building erected in the year 1859. The site was on 
the banks of Little Wheeling Creek, a part of the Moses Shepherd estate, 
and was secured from Mrs. Kruger to be used for school purposes during 
her life. At her death it was purchased by Andrew Vance, president of 
the Board of Education, from the commissioners appointed by the Circuit 
Court to settle the estate of Moses Shepherd. 

In this building the youth of Elm Grove were instructed until the 
accommodations were inadequate. The building was then moved, in 1871, 
about two hundred yards farther up the road, and a new two-room 
structure erected on the old site. 

The old building has since been purchased by the Board of Education 
and is now the colored school of Elm Grove. The colored school is not 
under the jurisdiction of the Elm Grove Graded School and is in no 
way connected with it. For a number of years colored teachers have 
had charge of this institution. 

To keep pace with the growth of the town, a two-room wing was 
built in 1881 to the original two-room structure. Again, another two- 
room wing was built in 1899, making a six-room building. But in 1905 
one of the large rooms was partitioned to increase the capacity, and within 
the last year one of the town halls has been pressed into service 

In the summer of 1905 a bond issue was authorized, by which means 
money was procured to erect a new building. The old site and building 
were sold at auction to M. N. Cecil. A new site on the banks of Big 
Wheeling Creek was purchased. This site was also originally a part of 
the Moses Shepherd estate. It is interesting to know that this ground 
was once an Indian burial ground. In the spring of 190G work was begun 
on the new building, and on February 1, 1907, the pupils and teachers 
said good by to the old school house and took up their work in the new. 

This building is an up-to-date structure, a two-story brick, with base- 
ment. It is a credit to the town and a credit to the men who planned 
and sanctioned it. It contains twelve recitation rooms, a room for the 
Board of Education, a principal's office and library, and two manual 
training rooms. It is plumbed for both gas and water and wired for 
electric lights. The hot air system of heating is used and ventilation is 
aided by an electric fan. In fact it has all the conveniences to make a 
school room comfortable and attractive and school work easy. 

The present Board of Education — W. M. Hervey, president; J. F. 
Shirk and G. W. Guy, commissioners, and W. L. Duncan, secretary — 
liave done many things to lighten the burdens of the teachers and make 
their work easy and successful. Maps, relief maps, charts, mathematical 
blocks and globes have been furnished, free text books have been provided 
and supplementary readers and text books have been purchased when 
needed. 

The first principal of the Elm Grove School was G. A. Kyle, who 



West Virginia 187 

served in 1875 and 187C. His assistant was Miss Lee Hervey. The fol- 
lowing are the principals that followed him: 

J. B. Frazier and Brown Atkinson, in 1877. 

Mrs. A. B. Eckhart, 1878-1881. 

Miss Lizzie Brownlee, 1882. 

Frazier Gardner, 1883-1888. 

H. G. Lazear, 1889-1891. 

J. H. Lazear, 1892. 

J. C. Maxwell, 1893-89 and 1900-1901. 

J. D. Muldoon, 1899. 

A. W. Curtis, 1902 to the present time. 

Since the present system of graduation was adopted for the public 
schools. Elm Grove has had nine graduating classes, as follows: 

1895 — The first class, one boy and four girls. 

1897 — One boy. 

1898 — Three boys and six girls. 

1899 — Three boys and two girls. 

1900 — Two boys and three girls. 

1901 — Two girls. 

1902 — Four boys and five girls. 
1904 — Two boys and seven girls. 
1906 — Three boys and eight girls. 

In all there have been fifty-six graduates. 

There are now nine pupils in the ninth year, candidates for diplomas 
In 1907. 

The Elm Grove School is the largest school in the country districts 
of Ohio County. Its enrollment last year was 32'8. The faculty now con- 
sists of eight teachers. 

The chief pride of the Elm Grove School is in its library. This library, 
consisting of choice biography, history, travel, fiction, works of reference, 
etc., is the largest and best working library to be found in the public 
schools of the county. In fact much of the extra work of the present 
principal has been toward building up this library. 

We are following the nine-year course of study as outlined by State 
Superintendent Thomas C. Miller in his graded manual. In addition to 
this we have also the principal's schedule, which outlines the books 
adopted by the County Book Board, according to the graded manual. 
High School work is also being done in the following branches: Liter- 
ature, Rhetoric, Physical Geography, Latin, Algebra, also advanced work 
in Arithmetic, Grammar and General History. 

A daily schedule is followed which limits the number of recitations 
in all the rooms, except the primary room, to thirteen. This gives each 
teacher a twenty-five minute period in which to hear each recitation. 
The principal's schedule is limited to ten daily recitations. 

The present corps of teachers is doing good work, and the Elm Grove 
Graded School is contributing her mite to help along the great cause of 
education. 



188 History of Education 

Fairmont Public Schools. 

BY SUPEEINTENDENT JOSEPH ROSIER. 

The first public free school in the town of Fairmont was opened in 
the fall of 1864. The teachers for the first term were Misses Nannie 
Booth, Maggie E. Turnej% (now Mrs. Eli Musgrove), and Mary J. 
Steele. The schools were ungraded and the term was only three months 
in length. There was no building, and rooms in different parts of the 
town were used. In 1865 the schools were graded, and placed under the 
supervision of Col. J. C. Lininger, who occupied the position but a short 
time. Upon the resignation of Col. Lininger, Dr. D. B. Dorsey was 
chosen principal, and had charge of the school until the close of the 
term, which this year was six months, the schools, four in number, be- 
ing held in different buildings. 

In the summer of 1866 the Board of Education purchased the brick 
building at the corner of Main and Madison svreets, and fitted it up for 
school purposes. Prof. A. S. Cameron, of Connellsville, Pa., was chosen 
principal, and had charge of the schools for two years. Prof. Cameron 
had four assistants, the enrollment being nearly two hundred. 

"When the Legislature located one of the State Normal schools at 
Fairmont in lfi67, provisions were made whereby the pupils of the dis- 
trict could be formed into model training schools for the benefit of the 
Normal students, and the principal of the Normal School was, by vir- 
tue of his position, sup^arintendent of the public schools. This plan con- 
tinued nominally until 1875, when the public schools were entirely sep- 
arated from the Normal department. 

Prof. W. R. White was the first principal of the Normal School and 
was consequently superintendent of the public schools for one year and 
part of another. He was succeeded by Prof. J. C. Gilchrist, who held 
the place for one year. Dr. J. G. Blair was then selected for the po- 
sition, and had control of the schools until the close of the term in 
1875, when Prof. J. W. May was chosen principal of the public schools 
alone for the term of 1875-76. 

In the fall of 1876 Prof. Thos C. Miller was chosen principal of the 
schools, and he continued in the position until 1893. Prof. Miller was 
connected with the schools as teacher and principal for twenty-two years, 
and under his supervision the foundations of the present system were 
laid. In 1872 the large front building at the corner of Main and Quincy 
streets was erected, and this was occupied jointly by the Normal and 
public schools until March, 1893, when the Normal School was moved 
to the new building on the South Side, erected for its use by the State. 
Under the provisions of an act of the legislature passed in 1891, the 
Board of Regents of the Normal School was authorized to sell the State's 
interest in the old building to the Fairmont Independent district for the 
sum of $15,000, which transaction was completed on March 2nd, 1892, 
the district having issued bonds for the sum necessary to make the pur- 
chase. 

In the fall of 1893 Dr. W. R. White was again chosen as principal 



West Virginia 189 

■of the schools, but in the second month of the term he was removed by 
■death, and Prof. J. S. Stewart was elected to fill the position for the 
remainder of the year. At the opening of the schools in the school year 
1894-95, Prof. J. C. Gwynn was elected as superintendent of all the pub- 
lic schools of Fairmont Independent district, which position he filled un- 
til the close of the school year 1896-97. In July, 1897, Prof. C. W. Evans 
was elected superintendent to succeed Mr. Gwynn who resigned to accept 
the principalship of Madison school in Wheeling. In the summer of 
1900, Joseph Rosier, the present superintendent, was elected to the po- 
sition. 

Fairmont is as well equipped with school buildings as any city of 
its size in the country. In the fall of 190G the new high school was com- 
pleted at a cost of $80,000 for the building and the site. This building is 
very complete in its arrangements, having a principal's office, a superin- 
tendent's office, a library room, a reading room, twelve class rooms phys- 
ical and chemical laboratories a commodious gymnasium with locker 
rooms for boys and girls and a fine auditorium with main floor and bal- 
cony, having a seating capacity of 800. There are also five large well 
lighted basement rooms with ten-foot ceilings, and cement fioors, with 
ample storage room, which will be available in the future, for manual 
training work. This building stands on a commanding site with ample 
grounds surrounding it, and the architecture is of the English classic 
style. 

A model ward building was also erected in the Fifth Ward in 1905, 
at a cost of $60,000 for the site, the building, and the improvement of 
the grounds. This building contains nine school rooms, a principal's of- 
fice, a teachers' private room, and a commodious auditorium, having 
a seating capacity of 600 people. The building is also equipped with a 
complete mechanical heating and ventilating system. In addition to these 
buildings the equipment of the district consists of a modern eight room 
building in the Fourth ward; the old Central Grammar school building 
containing 16 rooms; the Fleming school building of three rooms; the 
Barnesville building of two rooms; the Jackson addition building of two 
rooms; and the colored school building of four rooms. Plans are also 
under consideration by the Board of Education for the erection of other 
school buildings soon in parts of the district where the population is 
rapidly increasing. 

Fairmont Independent district now has approximately a quarter of 
a million dollars invested in public school buildings and equipment. The 
taxable proper-ty of the district amounts to twelve million dollars, and the 
district carries a bonded indebtedness of one hundred fifty thousand dol- 
lars, which was voted two years ago, for the refunding of the then existing 
bonded indebtedness, and for the erection of new school buildings. 

Since the gratjuating system was established in 1880 in the High 
School, two hundred and ten young men and women have completed the 
course, and are now filling useful and responsible positions in life, or 
are pursuing higher courses of study in colleges and universities. The 
principals to whom credit is due for the success and efficiency of the High 
School, are Miss Sarah Meredith, Prof. E. E. Mercer, and Prof. T. J. 



190 History of Education 

Humphrey, the present principal, who has given his best thought and 
energy to the management and organization of the school for the past 
six years, the period of greatest growth and improvement. 

Three courses of study are offered in the High School, the English, 
the Literary, and the Classical. The English course is offered to those 
who do not care to take up the study of a foreign language; the Literary 
course is offered to those who desire to take one or both of the modern 
languages, French and German; and the Classical course is offered to 
those who wish to take Latin, and the regular college preparatory work. 
The requirements for graduation in each of the courses offered in the 
High School shall be the satisfactory completioL of 152 hours' work, an 
hour in this connection meaning one recitation per week throughout the 
semester or half-year. In order to complete 152 hours' work in four years 
the student must carry 19 recitations per week. 

No student will be permitted to graduate without having completed 
the four years' work prescribed in English. The High School is on the 
accredited list of the West Virginia University, and its work is accepted 
for admission to many other institutions of higher learning. The aim 
is to make the High School in the highest degree serviceable, both to 
those who may desire to go to college, and to those whose school train- 
ing will end with the completion of the high school course. 

The elementary course covers a period of eight years, and the aim 
is to make it thorough and practical by inculcating habits of regularity, 
punctuality, obedience, neatness, and accuracy in work. The subjects in 
the elementary course are Reading, Orthography, Drawing, Writing, 
Arithmetic, Language, Gi-ammar, Geography, United States History, Men- 
tal Arithmetic, Civil Government, Physiology, and vocal music. A kin- 
dergarten department is also maintained by the district, and approved 
work is being done in this line. 

The total enrollment for the current year is 1607 in all depart- 
ments, of which 178 are enrolled in the High School, 1359 in the element- 
ary schools, and 70 in the/ kindergarten. 

The total enrollment for the term closing in May, 1900, was 983. 
The increase in six years has been 63 per cent. There were 22 teachers 
employed in the schools in 1900 besides the superintendent. This year 
there are 45 teachers employed in the schools besides the superlntendenti. 
In 1900 there were three teachers and 71 students in the High School. 
Now there are 178 students and seven teachers. The growth shown 
by these figures needs no comment. 

The schools are well supplied with libraries, which have been pur- 
chased with the proceeds of entertainments, with the tuition fees, and 
with some appropriations from the Board. There are about 700 volumes 
of supplementary readers, and approximately 1200 volumes in the graded 
libraries of the elementary schools. In the High School library there 
are 1350 volumes of fiction and general literature, and reference works 
in history, science and literature. These libraries are in charge of the 
teachers, and books are given out in such a way as to supplement the 
work in the different subjects studied, and to arouse a permanent interest 
in good literature. 



West Virginia 191 

In school room decoration work of permanent value has been done. 
Reproductions of the masterpieces of art and sculpture to the value of 
many hundreds of dollars have been hung on the walls of the rooms ia 
the different buildings. The presence of these works has stimulated an 
interest in the great paintings of the world, while a perceptible improve- 
ment in the personal appearance, neatness, and order among the children 
can be observed. These works of art have been secured through the 
use of traveling art exhibits, and from the generous donations of the 
friends of the schools. 

The Board of Education of the Fairmont Schools is now composed 
of the following named gentlemen: Hon. E. M. Showalter, President, 
and Mr. M. J. Lantz and Mr. W. E. Arnett, Commissioners; and Mr. T.^ 
W. Boydston, Secretary. 



The Harrisville Schools. 

BY JESSIE TRESHAM. 

The town of Harrisville is justly proud of her beautiful and health- 
ful location, her clean streets and well kept buildings and her prosperous 
citizenship, free from the undesirable foreign shiftless element that in- 
fests so many towns. But more especially does she pride herself upon 
her schools for which she claims an excellence not often attained outside 
those of the larger cities. The first public school in Harrisville was 
opened in 1864 and consisted of two rooms, with S. P. McCormick of Mon- 
ongalia County as principal. It remained a district school with a term 
of four months until 1872. When the Harrisville Independent District 
was established by acts of the Legislature the term was then increased to 
eight months. 

In 1878 a substantial brick building of four rooms was erected. This 
structure proved adequate to the needs of the town until about the year 
1902, when the crowded condition of the school made it necessary to pro- 
vide additional room and two of the grades were given temporary quar- 
ters in a business building. During the summer of 1904 the building 
was remodeled and enlarged by the addition of two rooms and an audi< 
torium; the latter is a large, well lighted and ventilated hall, seated with 
opera chairs and admirably suited to many purposes of the school. The 
school course covers ten years and includes a High School course of 
two years. 

At present, the High School curriculum consists of two years of His- 
tory, Latin, Algebra, Geometry, English Literature, Physical Geography 
and Physics. The course will shortly be extended and made to include 
all the subjects required in a High School of standard grade. The ex- 
cellence of the work done by the Harrisville schools is attested by its 
recognition on the accredited list of the University. Since 1880 the fol- 
lowing persons successively have occupied the position of principal: 



192 History of Educatiox 



1. 


George K. Scott. 


8. 


W. W. Tapp. 


2. 


George W. Lowther. 


9. 


J. F. Marsh. 


3. 


M. A. Hayes. 


10. 


Robert Morris, 


4. 


J. H. Lininger. 


11. 


B. H. Hall. 


5. 


M. H. Willis. 


12. 


W. W. Tapp. 


6. 


J. S. Corn well. 


13. 


H. E. Cooper. 


7. 


H. B. Woods. 


14. 


Elbert Jones. 



While Harrisville has never had at its disposal the large school fund 
that is available in large commercial and industrial cities, her citizens 
liave always been generous in the support of the school and in the matter 
of salaries and supplies she compares favorably with many lai-ger and 
richer towns. The school library consists of more than 500 volumes and 
is increased yearly. Apparatus is supplied as liberally as means will per- 
mit. The present Board of Education is composed of the following: 
R. R. Hall, J. Willis Fidler and H. E. McGinnis. 



The Public Schools of Huntington. 

BY M'lLSOX M. rOLTLK, SUPEEINTENDENT. 

In the earlier edition (1904) of the History of Education in West 
Virginia we find a carefully compiled and exhaustive account of the 
growth of our school system from the beginning of our city in 1872 to 
the date mentioned above, 1904. To re-write that which has been so at- 
tractively presented by my esteemed predecessor Superintendent W. H. 
Cole, would be but a superogatory task. With but slight revision, and 
some addition made necessary by the unusual progress of the past three 
years, I present it herewith. 

"In the year 1870 Mr. Collis P. Huntington, after whom the city of 
Huntington was named, projected the extension of the Chesapeake and 
Ohio railroad system, of which he was then president, from White Sui'- 
phur Springs, which was at that time the terminus, to the Ohio river. 
Placing himself at the head of a prospecting party which formed the 
advanced corps of engineers, they came down the New River canon skirt- 
ing the banks of the Kanawha, over the ridge of hills to the Guyandotte 
river, following this river to its mouth, the broad expanse of level terri- 
tory to the west suggested to his mind the site for a future city. 

"He set his agents to work to procure the land along the Ohio river 
from Guyandotte west a distance of some three or four miles and ex- 
tending back over the hills skirting the valley to the south. In 1871 
engineers under the direction of Mr. Rufus Cook were set to work to lay 
out the future city with broad avenues extending east and west and 
streets of ample v/idth crossing these at right angles. 

"The city is one of the most handsomely laid out of any along the 
river. In 1873 the completion of the Chesapeake and Ohio railroad to this 
point and the location of the C. & O. repair shops and the Ensign car 
-vN'orks, marked the beginning of the importance of the new city. 



Wkst Virginia 193 

"In \>>1H the work of extending the road to Cincinnati was commenced, 
but not till 18S7 was this enterprise completed. 

"The people who built the city believed in education as an essential 
element and faf;tor in an enterprise of this character. Early in the 
autumn to 1872 the first school building, a house of four rooms, was 
erected on the corner of Fourth avenue and Seventh street, known as the 
"Buffington School," being named after an old and influential family in 
the early settlement of the valley. In 1882 this was enlarged to eight 
rooms and continued in use until November, 1898, when the new build- 
ing at the corner of Fifth avenue and Sixth street was completed and occu- 
pied. 

"The old building was given to the city by the Board of Education for 
hospital purposes. 

"In 1875 a building of two rooms was erected on the corner of Thiid 
avenue and Twenty-second street for the accommodation of the rapidly 
increasing population around the car works. In 1885 this building was 
increased to four rooms, and in 1904, this structure gave place to a hand- 
some, commodious building of eight rooms. 

"In 1888, at an outlay of some $35,000, a fine modern styled school 
building of ten rooms, office and basement, was erected on the corner of 
Fifth avenue and Thirteenth street. The building was named the "Oley 
School" in honor of Gen. John N. Oley, one of the most potent factors in 
all the progress of the schools and the city from its inception to the 
time of his death, in March, 1888. In 1900 this building was enlarged to 
twelve rooms. 

"In 1891 to provide for the rapid growth of the city and increase of 
sf:hool population, a building of eight rooms was erected on the corner of 
Sixlh avenue and Twentieth street, and named the "Holderby School" in 
honoi- of one of the pioneer families of the city. In 1899 this building was 
enlarged to fourteen rooms. 

"In I '^9:! a substantial stone and brick building of six rooms was erect- 
ed on the corner of Eighth avenue and Sixteenth street, known as the 
"Douglas School." This building is for the use of colored pupils. 

"In 1890 a small building of two rooms was erected near the Chesa- 
peake and Ohio shops. This building, known as the Cottage Grove School, 
was in the summer of 190G, increased to four rooms. 

"In 1898 a large and handsome building was completed on the corner 
of Fifth avenue and Sixth street known as the "Buffington School." This 
takes the place of the first school building erect;ed in the city in 1872 on 
the corner of Fourth avenu-e and Sevent:h street. These two buildings 
may be regarded as typical, and taken as milestones marking the growth 
of the city. The building has twelve school rooms, large and well lighted, 
and two smaller class rooms, besides a well lighted basement. This build- 
ing is modern in its style of architecture, equipment and furnishing. 

"The population of the city having so rapidly increased it was found 
necessary in 19o:'> to replace the building on the corner of Third avenue 
and Twenty-second street with a larger, more modern and better equipped 
building. A site was secured on the corner of Fourth avenue and Twenty- 
first street, and a modern stone and brick building of eight rooms was 
erected known as the "Ensign School," named after Major Ely Ensign, 



194 History of Education 

one of the pioneer manufacturers of the city, fur many years at the head 
of the car works. There is a well lighted basement under the entire 
building. 

CENTRAL HIGH SCHOOL. 

"To supply the demands for the rapidly growing High School which 
had been accommodated in the Oley building, it was found necessary 
to erect a building which should be constructed to meet the needs of the 
modern High School. Accordingly a site was procured on Fifth avenue 
adjoining the Oley School, and a modern High School building was erected 
in 1904. The building is in Moorish style of architecture and is a very 
handsome, a very convenient and well equipped building. The foundation 
is of rough ashler, pitched faced brick, dark red color, with free stone 
water table. The superstructure is of pressed brick buff color with a dark- 
er shade for trimmings, making a very pleasing color scheme added to 
form in architecture. The rooms are of ample size, ceilings high with 
abundance of light. The corridors are of good width but with no waste 
room in them. The building is warmed and ventilated by the double 
fan system, the air being delivered into the rooms by one fan and ex- 
hausted by another, the fans being operated by a gas engine; the proper 
temperature being insured by a large furnace capacity. 

"The sanitary closets in the basement are of the latest and best type 
of automatic, self-flushing closets. 

"Besides accommodations in the well-lighted basement for the warm- 
ing and ventilating apparatus and sanitary closets, there will be room for 
physical exercise in disagreeable weather, and ample provision for an 
industrial, or manual training department, besides a cafe for the use of 
those obliged to bring their dinners. 

"On the first floor there are six large, well-lighted school rooms, with 
cloak closets independently warmed and ventilated, and provided with 
water and stationary wash basins; and two smaller rooms to be used as 
needed in the administration of the building, for office, library, or cabinet. 

"On the second floor there is an auditorium and study hall 7Gx48 feet, 
well lighted, accommodating with desks 330 pupils, or seating capacity 
for an audience of 800 people. Adjacent to this room, on the same floor, 
are six recitation rooms. 

"On the third floor are six rooms, besides a large room for gymnasium. 
Here are ample accommodations for a well-equipped scientific department. 
Besides a lecture room, seated in amphitheatre form, with ample over- 
head light, for experimental lessons, there is a large well-lighted room for 
a Chemical Laboratory, rooms for physics, botany, and zoology and physi- 
ology. 

"The building complete, with warming and ventilating apparatus, cost 
a little over $40,000. which, considering its capacity, more than twenty 
rooms, and the material, pressed brick, may be regarded as a marvel of 
cheapness. 

PUBLIC LIBRARY. 

"An important part of the educational system of the city is the Public 



West Virginia 195 

Library. The building is the gift of Andrew Carnegie. It is located on 
one of the important corners in the city. The building is 66x72 feet, 
two stories high, besides a ten-foot basement; with ample reading rooms, 
reference library, and stack room for forty thousand volumes on the 
first floor. On the second floor is a music hall or auditorium where 
concerts, lectures and other entertainments of an educational character 
can be held; while the basement will afford accommodations for carrying 
out the "institutional" idea in connection with educational work. The 
building itself is a "classic in stone," being of cut stone and in Grecian 
style of architecture, and "he who runs may read." 

"The library is a part of the educational system of the city under the 
control and management of the board of education, and is administered 
by a committee appointed bj^ the board, of which the Superintendent of 
schools is chairman. While not neglecting any department of literature 
it is the policy of the administration of the library to make it strong in thie 
line of juvenile literature, and helpful to the young in their work in 
school, and in forming a taste for good literature." 

To the above history it remains for me to add the events since 1904. 

The rapid growth of the eastern and southern portions of our city 
during the past two yeai's has brought with it a like increase in our 
school population and enrollment. To meet tiiis exigency it was found 
necessary, during the summer of 190G to build a two room addition to 
the Cottage Grove School and to break ground for additional buildings 
in the extreme southern and extreme eastern sections of the city. These 
two buildings — constructed after the same plan — are of brick and have 
two stories and basement, each story accommodating a school room 25x30, 
a cloak room and an ample hallway. These houses have been so con- 
structed as to readily permit of enlargement at any time to four room, six 
room or eight room buildings. To the one in the Ceramic Addition on 
the corner of 11th avenue and 17th street has been given the name of the 
"Simms School" in honor of the late Henry C. Simms^ Esq., who in the 
earlier history of Huntington was for some years a member of the School 
Board and for a term or two, president of the Board. 

The one in the eastern section, at 4th avenue and 2Sth street, has 
been named the "Emmons School," in honor of the late Col. D. W. Em- 
mons, who was during his lifetime prominently identified with the growth 
and progress of our city— the school being within the immediate neigh- 
borhood of the Emmons homestead on the bank of the Ohio at the 
mouth of Guyan. 

OBGANIZATION AND COUBSE OF STUDY. 

The course of study extends over a period of twelve years, eight years 
in the lower grades, followed by four years in the High School. 

While a liberal variety of subjects is provided in the course of study, 
the essential branches — reading, spelling, writing, arithmetic, geography 
and language are emphasized at every stage of the child's progress. 

Reading, embracing correct pronunciation, distinct articulation, clear 



196 History of Education 

apprehension and forcible 'expression of the thought; legibility, neatness, 
rapidity in writing: accuracy, neatness and rapidity in arithmetic; geo- 
graphy that begins at home and relates places, conditions and peculiar- 
ities in the minds of pupils as real vital things; language that compre- 
hends the book and also the common, every day speech of the child-- 
these are some of the important things that are made prominent in the 
daily work of our schools. 

THE HIGTI SCHOOL. 

Our High School course was revised two years ago. The scope of the 
work in the sciences was enlarged and two years of German Introduced. 
In brief, our present course, affording, as it does, opportunity for a 
thorough and complete four years training in English, Mathematics and 
Latin and two years in the sciences (with Laboratory work) and German, 
fully meets the present-day demands of a modern High School. While 
its trend is toward the college and while the school is an accredited one 
whose work is recognized and freely accepted by our State University and 
other institutions of like standing, still the object kept steadily in view 
is the giving of that education and training which best fits the citizen 
for the practical affairs of life. 

In conclusion, the public school system of Huntington, is thoroughly 
organized,, carefully supervised, popular in patronage, and gratifyingly 
efficient in results. The daily mental growth and development of over 
three thousand children is looked after in ten buildings — commodious, 
comfortable, and conspicuously modern as to hygienic arrangement and 
sanitation. The rapid growth of Huntington during the past ten years 
is responsible for the fact that to-day there are no old, dilapidated, or 
unfit school houses in use in the city. The buildings formerly employed 
have given place to larger and better structures, several of which have 
taken rank as models of up-to-date school architecture. Notably, the new 
High School, from its exterior beauty of architecture and well-kept 
grounds, combined with utility of interior arrangement, has become the 
pride of the citizens. 

The conduct of school affairs is in the hands of such well-known, pro- 
gressive citizens as John A. Jones, President; Asa Barringer, W. W. 
Adams, Joseph R. Gallick, George E. Mobus, and C. O. Harrison. These, 
with J. K. Oney of the Huntington National Bank as Secretary, consti- 
tute the present Board of Education. The success of their administration 
is evidenced not only by the eflSciency of the schools but by the fact that 
the school tax is but 33 cents on the $100 valuation. 

Seventy-four teachers, including nine principals, and two music super- 
visors,^under Ihe guidance and direction of the Superintendent, — con- 
stitute the potent factors of a well-graded system of primary and secondary 
instruction that takes "the lisping six-year old," — and during the succeed- 
ing twelve years of his life, prepares him for the active duties of a busi- 
ness life, or for the further pursuit of knowledge in higher institutions 
of learning. 



West Virginia 197 

roster of superintendents. 

The following is a list of those who have had charge of the schools 
from 1872 to 1907. 

1872 to 1874, Lyman Chase. 

1874 to 1875, A. D. Chesterman. 

1875 to 1876, John Gibson. 
187G to 1877, Rev. A. Bowers. 
1877 to 1879, Rev. James Madison. 
1879 to 1882, John Wizal. 

1882 to 1884, C. T. H. Kellogg. 

1884 to 1886, A. D. Selby. 

1886 to 1887, J. J. Allison. 

1887 to 1896, James M. Lee. 
1896 to 1898, W. D. Sterling. 
1898 to 1905, W. H. Cole. 

1905 to , Wilson M. Foulk. 



History of Education in Keyser. 

BY JOS. W. STAYMAN, SUPERINTENDENT. 

The history of education in Keyser may be said to begin at the close 
of the Civil War. At that time, Keyser, which was known as New Creek, 
had a population of about forty, and was no more than a way station 
along the line of the Baltimore and Ohio railroad. 

During the war, New Creek was a considerable base for military op- 
erations, and many Union soldiers were encamped here, the basic point 
being Fort Hill, the present site of the Keyser Preparatory Branch of the 
West Virginia University. The purpose was to hold control of the South 
Branch, Patterson Creek and New Creek valleys, which extend through 
Grant, Hardy and Mineral counties. At the close of the war, many 
buildings owned by the government and occupied by soldiers were sold 
at public auction, among these being an old government hospital, which 
was purchased by Col. T. B. Davis. This building stood near where the 
Western Maryland railroad bridge crosses the Potomac. Upon the forma- 
tion of the county in 18GG, and the establishing of the county seat at New 
Creek, it was used as a court house and likewise for school purposes. 
Public worship was also held therein. 

The first school had but one teacher and about twenty or twenty-five 
pupils; the teacher received a salary of $30.00 per month. From the 
first. New Creek gave promise of growth. It was not long till a rather 
commodious court house was built, this being the same as the present 
court house with the exception of the new front, which was subsequently 
added. The basement of this building was then used for school purposes. 
Here, Thomas P. Adams, the first county superintendent for Mineral 
county, taught, who perhaps enjoys the distinction of having taught the 
largest school in the state. During one year he was the only teacher, 
receiving $50.00 per month for teaching 177 pupils of all grades. 



198 History of Education 

In 1873 the Baltimore and Ohio Railroad Company decided to locate 
a division terminal at New Creek. This action was brought about largely 
through the efforts of William Keyser, who was then Vice President of 
that company. In appreciation of the interest he manifested in the 'wel- 
fare of the community, its citizens voted to change the name from New 
Creek to Keyser. Many railroad employees immediately moved here, and 
the increasing school population made it apparent that quarters other than 
the basement of the court house were needed for school purposes. Ac- 
cordingly, the Board of Education for New Creek District erected the 
first school building within the present limits of Keyser. This is known 
as the old Ritzell building, and is now used as a blacksmith and wagon- 
maker shop. It is two stories- high, and formerly consisted of two large 
school room, with three smaller rooms, two up stairs and one down, which 
were used exclusively for recitation purposes. It thus permitted of five 
teachers. 

A decade later, the population had increased to such an extent that 
it became necessary to erect a more substantial and commodious build- 
ing. In 1884 bonds were issued, and a building was erected at a cost of 
$12,000. At the time, this building was considered the most modern and 
best constructed in the state, with the exception of one in Parkersburg. 
It originally consisted of nine rooms, one being an audience room. Later 
it became necessaiT, for the accommodation of pupils, to cut this audience 
room into three school rooms, increasing the number to ten, in which con- 
dition it is still used. 

Within another decade, the Baltimore and Ohio Railroad Company 
located repair shops at Keyser, and the population steadily increased. 
Three years ago, the number of pupils became so great, that the overflow 
had to be accommodated in a rented store room in the center of the 
town. Public sentiment was soon moved to the necessity of erecting an- 
other building. In 1904 bonds were issued to the amount of $20,000, and 
what is known as the High School building was erected on the lot adjoin- 
ing the site of the old building. This is one of the most modernly de- 
signed buildings in the state, and is not excelled in quality of work- 
manship. It is three stories in height; consists of eight well arranged 
school rooms on the first and second floors, and an auditorium on the 
third floor with a seating capacity of 500, thus affording an ideal assem- 
bly room for school exercises and entertainments under the auspices of 
the school. 

This, in brief, is the history of the school as to buildings. No less 
progressive has been the development as to curriculum and qualifications 
of teachers. In 1877 the Independent District of Keyser was created 
by legislative enactment, for the purpose of increasing the length of 
term and affording higher salaries, thereby securing the best available 
teachers. As the attendance warranted, more teachers were employed. 
The schools were graded along the lines laid down in the state manual. 
Gradually higher branches of study were added to the course, and the 
High School department was thus evolved. The course of study now em- 
braces a period of thirteen years, nine of which are in the grades and four 
in the High School. 



West Virginia 199 

course of study in the high school. 

The High School course is not as elastic as might be desired on ac- 
count of a comparatively low enrollment. But one elective branch of 
study is in the course, namely, German, which is open to third and 
fourth year students. For the past four years there has been a gradual 
increase in the number of High School students, and it is hoped that 
in a short time at least two courses of study will be open to those who 
enter this department. 

ENROLLMENT. 

The enrollment in the High School is 51, which, with 759 pupils in 
the grades, makes the entire enrollment 810. 

TEACHERS. 

No more progressive corps of teachers will be found in the state than 
that of the Keyser School. Each teacher has at heart the general welfare 
of the schools. A teachers' meeting is held regularly on Wednesday night 
throughout the school year, at which some course of study is pursued, and 
a portion of the time given to the discussion of important school problems, 
more especially those which pertain to local conditions. 

FORMER PRINCIPALS. 

The following are the gentlemen who have served in the capacity of 
Principal or Superintendent of the schools, with term of service, as nearly 
as can be ascertained: 

J. E. Trussell, 1877-1878 W. C. Campbell, 1894-1897 

F. P. Heskett, 1878 - 1880 R. M. Collins, 1897 - 1902 

D. W. Shields, 1880-1890 .Jos. W. Stayman, 1902 

Geo. E. Martin, 1890 - 1894 

APPARATUS. 

While the schools are not equipped so well with apparatus as Is de- 
sired, still this problem is being solved very nicely. The Board of Educa- 
tion appropriated $100.00 this year for this purpose, and it is hoped a 
like appropriation will be made each year. The amount this year was 
expended for physical apparatus and supplementary reading material for 
the lower grades. 



Each year, under the present administration, an effort has been made 
towards raising money for library purposes. Funds have been obtained 
through entertainments and contributions by teachers and pupils. As a 
result of these efforts, $326.15 has been collected within the past four 
years, practically all of which has been placed in books. The library con- 
tains over 350 well selected books, aside from a modern encyclopaedia of 
sixteen volumes, and other works of reference. In addition the school 
has a teachers' M'orking library which is made up chiefly of books which 
have been sent to the superintendent with the compliments of various 



200 History of Education 

publishers. These are largely specimen copies of school texts, but good 
use is being made of them by the teachers in supplementary work. 

LITERARY SOCIETY. 

Two years ago a literary society was organized. The membership, 
which is entirely voluntary, is open to students of the High School and 
9th grade. So great has been the interest in this work, that not since 
the organization of the society has there been a night when a meeting 
failed to be had for lack of a sufficient number, and very rarely does 
it occur that any who are on the program fail to respond. The society, 
which meets regularly each Friday night, has a membership of about 
fifty. 

DISCIPLINE. 

A history of these schools is not complete which does not mention the 
character of discipline. Pupils, as far as possible, are placed upon their 
honor, and very rarely is this trust betrayed. The principle of moral 
suasion is used throughout. While corporal punishment is permitted, It 
is used only as a last resort, and is usually administered privately by 
the superintendent. The problem of tardiness has been almost eliminated. 
but of an enrollment of over 800, the cases of tardiness do not average 
more than ten per month. Cheerful and prompt obedience is given upon 
the part of practically all pupils to the requirements of their teacher. 

EOARD OF EDUCATION. 

Keyser enjoys an unusually strong sentiment in favor of her public 
schools. This means that her citizens cast about for the best material 
for members of the Board of Education. Throughout the history of the 
schools, representative men have been elected to fill this important trust. 
Among those who have served in this capacity are the following gentle- 
ment who are of more than local repute: Judge F. M. Reynolds, Jas. 
A. Sharpless; Dr. C. S. Hoffman, Wm. C. Clayton, J. H. Markwood, Hon. 
T. R. Carskadon, and Wm . MacDonald . The Board at present is composed 
of A. W. Coffroth, president, Geo. P. Warner and H. S. Thompson. These 
gentlemen are prominent in the community, and arc most solicitious for 
the welfare of the public schools. 

COLORED SCHOOL. 

Though the colored population of Keyser is small, still the children 
of this people are not neglected when it comes to looking after their 
educational needs. The enrollment in the colored school is 47. They 
are nicely housed in a one-story brick building, well located in the town, 
and surrounded by a large lot which affords ample play ground. Mr. J. J. 
Joiner, the only teacher, has charge of this worl . 




Second Ward, Martin skuhu 







4 


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F^i 


^ 




HO 



School for Deaf and Blind, Romney 



Wkkt ViKorNiA 201 

The Kingwood Schools. 

I5Y I'RINCIPAI. II. E. KLESUKK. 

Kingwood has had, in a history running back almost one hundred 
years, three wholly different kinds of schools. First came the Pioneer 
Schools; later, the Preston Academy; and still more recently, the Pub- 
lic School. Any considerable account of education in Kingwood relates 
to the first and the second of these, as well as to the last. 

I'lONEEB SCHOOLS. 

At the close of the Revolution the site of Kingwood was camping 
ground for white hunters. In 1790 settlement was first made here, and 
in 1810 Kingwood was a straggling village of a dozen families. Earlier 
than the latter date some provision was made for the public instruction 
of the youth of the settlement. Of the school masters of that early day 
a Mr. Murphy is the best remembered. 

In 1818 Kingwood was made the county-seat of the newly organized 
county of Preston. About this time, what was then known as the .lordan 
school house was built a short distance from (own. This was a typicarl 
jjioneer .school house. It was laid up of round logs, with the chinks 
filled with mud mortar. A huge stone chimney, extended the full width 
of the building. The floor was of slabs, fastened to the heavy sleepers 
with wooden pins. The roof was of clap-boards held on with weight-poles 
The door swung on wooden hinges and was kept closed with a wooden latch, 
which was lifted with a string of raw deer hide. The pupils sat on back- 
less seats, which were made of slabs with rough wooden legs fitted into 
them. Daylight entered the room through greased paper. Here school 
was kept for two or three months in the winter time, and was attended 
by those whose parents or guardians were able to pay the tuition charges. 
Among those who taught in this school were Rev. John Francesco, James 
H. Carroll, Smith Crane, and William Nicholson. Most of these men were 
college bred; all were good men and capable teachers, and later dis- 
tingui.shed themselves in other callings and professions. 

In the 30's sometime, the Jordan school was discontinued, and the 
Kingwood youth attended school in town. No school house was built here, 
bu't rooms were rented for the purpose in different parts of the town. 
Rev. William Carroll taught a school in the Locke house, where the father 
of Petroleum V. Nasby Is said to have lived at one time. Rev. Henry 
Clay Dean, a noted preacher and teacher of his day, taught in what is 
now the Jenkins hotel. Maj. William Conley taught in still another part 
of the town. A little later a small brick school nouse was built, which, 
however, was not long used for school purposes. It has long since been 
torn down. 

PYom the earliest times down to 1830, schools in Kingwood were sup- 
ported entirely by subscription. The same system may be said to have 
continued until 1845; for, although the Literary Fund for the aid of the 
very poor was being distributed by the State of Virginia, the amounts 
that fell to the share of Preston ccunty were too inconsiderable to be 
reckoned. 



202 History of Education 

pbkston academy. 

Kingwood had in 1S40, what it had had from the first settlement and 
what it has had to this day — a population which, if small, was reiuark- 
ably well-to-do, intelligent, and progressive. At the head of the affairs of 
the town at that time stood a group of remarkable men — wealthy, able, 
ambitious. These men desired for their sons and daughters, and for the 
sons and daughters of their neighbors, higher educational advantages 
than the schools of the town then were offering. Accordingly, In 1841 
Hon. William G. Brown, at that time representing Preston county in the 
General Assembly of Virginia, introduced and had passed through that 
body an act creating the Preston Academy. Elisha M. Hagans, Israel Bald- 
win, Thomas Brown, Soloman P. Herndon, William Sigler, John P. Bryne, 
John Magee, John R. Stone, William Elliott, Buckner Fairfax, William 
Brown and William B. Zinn were by the act made trustees of the insti- 
tution, and were empowered, they and their successors, to hold property to 
the value of thirty thousand dollars, with the proceeds of which they 
were to pay the tuition charges of such pupils of the school as were not 
able otherwise to have it paid for them. 

Hon. James C. McGrew was awarded the contract for erecting the 
academy building, which was done by 1844. Here school was opened the 
next year. The term was ten months, one session beginning in September 
and the other in February. Those able to pay were charged tuition; all 
others had it paid for them at the rate of one cent per day. 

Some of the principals and teachers of the academy were: Christopher 
Nicholson, of Belfast University, Ireland ; Rev. John G. Howell, of Prince- 
ton University; Samuel Duncan, Louis B. Williams and James A. Brown, 
of Washington College, Pa.; R. G. Gilson and R. C. Crooks, of Dickinson 
College, Pa.; James P. Smith, of Western Reserve College, Ohio; William 
B. Tooten, of Horace Mann's school at Antioch, Ohio; Felix Elliott, J. 
Holmas Gans, Mrs. Tassey, Mrs. Clark, Lizzie Little, Priscilla Hill, and 
Benjamin Garvy. These were strong men and women. As teachers they 
were capable, scholarly, severe. 

Preston Academy exerted a tremendous influence over the after lives 
of its student body. Of those that remained in Kingwood, many helped 
to bring prosperity to the town, and added greatly to the general intelli- 
gence and cultivation for which Kingwood is so well known. Of those 
that went out from here to seek their fortunes, many found success, and 
some renown. Hon. J. P. Dolliver is a U. S. Senator from Iowa. Hon. 
Charles E. Brown was post master of Cincinnati, Ohio, during the last 
Cleveland administration. Hon. Edward C. Bunker and Hon. Marcellus 
B. Hagans became noted jurists, the former in West Virginia, and the 
latter in Ohio. Hon. Edward A. Bennett was once auditor of West Vir- 
ginia. Commander R. M. G. Brown, who recently died in Washington, 
D. C, achieved fame as a leader in our difficulties in Samoa some years 
ago. Dr. Geo. H. McGrew, son of Kingwood's most venerable and dis- 
tinguished citizen, graduated from Harvard with honors, practiced law 
successfully for a while, went out to India as a missionary for ten years, 
and until recently was rector of one of the largest Episcopal churches in 



West Virginia 203 

the United States. To this list could be added, if space permitted, the 
names of a dozen others equally noted. 

PUBLIC SCHOOLS. 

Since the organization of West Virginia as a state, and the subse- 
quent adoption of the free school system, Kingwood has had of course a 
public school. Ihe old academy, however, was used for a public school 
building until 1874, when four rooms of the present public school build- 
ing were erected. Only two of these rooms were needed at first, but by 
1904 it was necessary to add two new rooms to the old building. In 1905 
still another addition was built, making the number of rooms in the 
building ten, not counting a small library room. 

Six teachers have in charge the grade work of the school. Two teach- 
ers including the principal teach the high school work, which covers a 
period of three years. Plans are being formed to add, next year, an- 
other year to the high school course, thus bringing the standard of the 
school up to the entrance requirement of the West Virginia University. 

At present the term is eight months. The sentiment among the 
people of the town, especially among the heaviest taxpayers, favors a 
nine months term. 

The school has a well selected library of more than five hundred 
volumes. To these, because of the generosity of the people of Kingwood, 
books are being added yearly to the value of one hundred dollars. Recent- 
ly a Columbia-Crowell physical cabinet was added to the equipment of 
the school. 

The following, in order, are the names of the former principals of the 
school: John Taylor, Geo. N. Glover, Joseph H. Hawthorne, U. S. Fleming, 
I. C. Ralphsnyder, A. W. Frederick, W. M. Shahan, A. J. Hare, Millard 
Pell. I. G. Lazzeil, A. J. Cox, E. D. Stewart, C. C. Showalter, G. A. Crichet, 
Rufus Holden, Mrs. Rufus Holden, and L. C. Snyder. Many of these were 
great leaders and teachers and are held in grateful memory here. Many 
of them have taken up other lines, and are now successful lawyers, phy- 
sicians, and business men. Prof. A. J. Hare is at the head of the Prepara 
tory School at the West Virginia University. Prof. U. S. Fleming Is prin- 
cipal of the Fairmont Normal School. Prof. Rufus Holden, who, with his 
wife, was connected with the school for twelve years, and who died here 
recently, is remembered with particular affection. 

Kingwood in every way is an ideal school town. It is beautifully and 
healthfully located. It has no distractions. The people are kind. King- 
wood should have, and that right soon, one of the best little schools in 
the State. 



Sketch of Lewisburg and its Educational 
Institutions. 

BY W. E. SCOTT. 

One of the oldest towns in West Virginia is Lewisburg. Its beginning 



204 History of Education 

was the erection of the old Fort Union in 1774. When the savage no more 
visited the beautiful Savannah on which the old fort stood, its walls 
were permitted to crumble and the old pioneers went forth not with rifle, 
but with ax to reclaim from the wilderness what their valor had won. 
How well they have succeeded let posterity answer. 

Of the early history of Lewisburg, we know but little. It was made 
a town by legislative enactment in 1782. C. T. Valney a celebrated 
French traveler visited the place in 1795. It was then a considerable 
village of several buildings, one of which still stands and is pointed 
out to the traveler as a place in which was once heard the matchless 
eloquence of Patrick Henry. Another object of interest to the trav- 
eler is the Old Stone Church erected in 1796. It is of Gothic archi- 
tecture and is built of irregular blocks of blue limestone quarried from 
the native hills. 

Of the men whose lives have helped make Lewisburg a seat of culture, 
refinement, and learning, space permits mention of but one — The Reverend 
John McElhenny. He came to Lewisburg as a minister in 1808, and for 
sixty three years was active as pastor of the Old Stone Church. His re- 
ligious and educational efforts have caused us to linger round his name 
while other names have faded from our recollection. 

The same year in which Dr. McElhenny arrived in Lewisburg, he 
opened a classical school which he later developed into the Lewisburg 
Academy. This school was incorpdrated in 1812 by the General Assem- 
bly, and for forty-eight years Dr. McElhenny was intimately connected 
with its work. Many of the great men of the State owe their success 
to the old Lewisburg Academy. 

In 1858, the Lewisburg Female Institute was incorporated and for 
fifty years it has been engaged in training young ladies for life's work. 
It has become a famous school and is widely known as one of the leading 
institutions for the education of young women. A notable event in the 
history of the institution occurred in 1892, when the stockholders trans- 
ferred the property to the Presbyterian church. There was then donated 
$11,000 to the school by its friends and an era of material progress began. 
On December IG, 1901, the buildings of the school were totally destroyed 
by fire. But the people rose to the emergency, $G0,000 was raised, new 
buildings were erected, and the institution continues its successful career. 

In 1896 under the direction of Major Jas. M. Lee, the Lee Military 
Academy was established at Lewisburg. After a few years of successful 
achievement it became the property of the Presbyterian Church, since 
which time it has had a changing history. In 1904 the old building was 
destroyed by fire, but the site was not long vacant. A new, and beautiful 
brick structure now marks the spot. The school is entering upon a new 
period of prosperity and is fast becoming one of the leading preparatory 
schools in the State. 



West Virginia 205 

History of the Mannington Schools. 



BY II. H. ROSE. 



Shortly after the adoption of the Free School System in West Vir- 
ginia, education received earnest attention in Mannington, and no place 
and no people since that time have been characterized by a greater inter- 
est in the same. Mannington needs no introduction. She is located on 
the Baltimore and Ohio Railroad fifty-eight miles south of Wheeling, in 
one of the most beautiful valleys in the State. 

Mannington, in the first place, boasts of having a school building and 
school interest second to none in the State. Early in the summer of 
1SC5 a school board was appointed consisting of Alpheus Prichard, Wil- 
liam Hawker, and James C. Hamilton, who at once set about to lay a levy 
sufficient to run the school four months in the year. There was no little 
interest here manifested, and it needs be mentioned that these men with 
their untiring energies did much to lay the foundation of a school spirit 
that has continued to increase to the present time. 

Mannington, at the beginning of the .school era, was a straggling vil- 
lage of only a few hundred inhabitants, and having no means to erect 
a school house, the first school was held in the old M. E. Church, now 
occupied by Pitzer & Hammel, general merchants, on Clarksburg street, 
near the iron bridge which spans Buffalo creek. The church was con- 
verted into two rooms and occupied by about one hundred pupils. The 
records of the first school having been lost by floods and fire, we rely 
upon the memory of its first teacher, Mr. B. P. Charlton. 

Mr. Charlton, who has since held several offices of public trust and 
honor, was its first principal, assisted by Miss Mary A. Smith, of Fair- 
view. The schools were continued in this manner for two years, when 
it was found that a term of four months was only a waste of time and 
money. The school board then set to work and procured sufficient as- 
sistance from the Peabody Fund to extend the term to six months. They 
were favored by such assistance for two years, when they were com- 
pelled to reduce the term to four months again. The population of the 
town so increased that two teachers were not suflScient to teach the youth 
and more aid was secured. The board was obliged to rent rooms until 
1869, when the first school house that Mannington ever had was erected 
on the corner of School and Clarksburg streets. Mr. Charlton resigned 
to fill a position in the State Legislature. He was succeeded by Mr. 
Kendall of Shinnston, who taught one year. 

In 1870 again the Board of Education was successful in procuring 
sufficient aid from the Peabody Fund to lengthen the term. From 
this time the citizens of Mannington have been enjoying from six to 
eight months school, not through the aid of the Peabody Fund alone, but 
by a vote of the citizens of the town, for the additional months not 
granted by the voters of Mannington District. 

Mr. Charlton, on his return from the Legislature, was elected princi- 
pal of the new four-room building, and after two years the building was 
found to be much too small and two rooms were added in 1874. 



206 History of Enut'ATiox 

Mr. Charlton and his five assistants and two hundred pupils clinched 
the public school sentiment in the minds of the citizens as a positive 
good. In 1872 Mr. Charlton was succeeded by Professor Wheeler, of 
Pruntytown, who taught until 1876, when he was followed by B. F. Mar- 
tin, John A. Bock, of Farmington, Jacob W. May, W. S. Meredith., J. V. 
Carpenter and W. M. Haggerty, of Mannington. These gentlemen lost 
no time in demonstrating to the citizens of the town that they were 
poorly paid for the work they did. They labored diligently in cultivating 
the friends of the school in a nobler opinion of its excellence. The ex- 
cellence of their work was attested by the number of teachers that went 
out from the public school to teach during their tuition here. 

From a period of fifteen years the population increased sufficiently to 
warrant the addition of only two rooms. The spirit of education in the 
meantime did not lag; good work by able instructors was being done. It 
might be truthfully said that the spirit which prompted the building of 
the present magnificent structure was firmly taking root in the minds of 
the business men of Mannington, and I would be a partial historian if 
I did not here mention the late James H. Furbee and A. F. Conaway, who 
labored zealously to promote the good work. 

In 1893 John H. Brock was elected principal. The enrollment then 
was about three hundred and twenty pupils. About this time oil was 
found in the immediate vicinity; this attracted quite a number of people 
from other states. The population soon increased to such an extent 
that it was found necessary to "tear down and build greater." A more 
commodious building was erected. 

In 1893 G. V. Millan was elected President of the Board of Education 
and B. F. Charlton, Secretary, and when the question was raised con- 
cerning the building of a new school house, Mr. J. T. Koen, the late Jas. 
H. Furbee and John Blackshere were appointed members of the building 
committee. These men deserve special mention for their untiring labor 
spent in the interest of education. It was not a pleasant task for them. 
Much opposition arose, but they met it all with a courage that deserves 
commendation. Ofttimes when the building funds were limited, these 
great-hearted men went down into their own pockets to meet their neigh- 
bors' obligations, as well as their own. In 1894 the structure was begun. 
The old frame building gave way to a splendid brick structure of twelve 
rooms. Mr. W. H. Daniels was elected the first principal of the new brick 
building in 1894. He taught three years. 

With the election of Mr. Charles E. Jolliffe to the presidency of the 
Board of Education of Mannington District, a new era dawned upon the 
schools of the city and district. Mr. Jolliffe is now completing his sec- 
ond term, and during these eight years has been the dominating spirit 
in the school affairs of the district. So devoted to the work, and so suc- 
cessful has he been that his administration has become a standing illus- 
tration at all educational meetings of this State as the one member of a 
Board of Education who fully realized and rqse to his opportunity. He 
has devoted himself to the schools under his jurisdiction almost as at- 
tentitively as if he- had been a paid superintendent. 

One of Mr. Jolliffe's first official acts was to call to his assistance Perry 



West Virginia 207 

C. McBee, a graduate of the West Virginia University, at that time prin- 
cipal of the Terra Alta schools, who assumed the position of superintend- 
ent of the city schools of Mannington in 1899. Mr. McBee also became sec- 
retary of the Board of Education, since which time it has been difficult 
to say which is first in school affairs of the city and district, the presi- 
dent or the secretary. Upon Superintendent McBee, of course, fell the 
burden of the details of organization. His first efforts were devoted to 
the remodeling of the city schools. Prior to that time the Mannington 
school had been merely an overgrown village graded school; what was 
called the High School was merely a kind of fringe to the regular com- 
mon school curriculum, embracing an indefinite number of branches not 
required to be taught in common schools. Superintendent McBee im- 
mediately established a standard High School, the course at first being 
only two years. 

With the burning of the school building in 1902, the Board of Edu- 
cation was comforted with both a necessity and an opportunity. Their 
manner of meeting the emergency is shown by our present magnificent 
one hundred thousand dollar school building, without which the high 
efficiency of our schools would be impossible. This building is, like 
Zion, "Beautiful for situation," occupying as it does almost all of the best 
block in the best residential section of the city. The campus is perfectly 
level, well kept, and adorned with flower beds, shade and ornamental 
trees, so that it has almost a park like appearance. Our pride in this 
building is gratified by the compliment of having an engraving of it on 
the teachers' certificate issued by the Department of Free Schools. 

There is now in connection with the High School, an extensive li- 
brary, which is in charge of a paid librarian, who gives her entire time 
to the work. This is not simply a school library, but is managed as a 
library for the city as well. 

For several years the school authorities have been conducting a lec- 
ture course, which is equal to any in the state. This has come to be 
thoroughly appreciated by the public, and all numbers are largely attend- 
ed. The recent addition to the faculty of a teacher of music is the latest 
step forward by the school. This teacher gives her entire time to the 
school and has already made the music department one of the most suc- 
cesslful in the school. Under this department has been organized a 
High School Orchestra and Glee Club, who furnish music at all the even- 
ing entertainments given by the school. Another late departure is the 
activity in athletics. The High School has a well equipped gymnasium 
and is a charter member of the Monongahela Valley League of Secondary 
Schools, which is a league managed by the teachers of the several schools. 
It is impossible to speak of our High School without saying more 
of the District schools, for it is rather a District High School, than one 
of the city exclusively. It occupies the same relation to the district 
schools that out University does to the secondary school of the State, be- 
ing intended to be the capstone of the school system of the district. 

The present Board of Education has emphasized as strict supervision 
over the district schools as over those in the city. They are compelled 
to give precisely the same work as given in the grades in the city 



208 History of Education ' 

schools, so that, a graduate of a district school passes directly into the 
High School. 

The Board of Education has successfully carried on a system of Dis- 
trict supervision, this woi'k at first being done by Superintendent Mc- 
Bee as secretary of the Board of Education. For the last two years how- 
ever, Mr. John F. Hughes has been employed to give his entire time to 
this field. This year he has been made district truant officer as well, 
and by means of this close supervision almost perfect uniformity has 
been secured in the district schools. 

The present Boaid of Education has instituted and successfully con- 
ducted the first consolidated school in the State. 

We also take pride in the fact that there is now a school library 
in every district school, save two only, making forty three libraries in 
all in this district. 

Altogether the schools of the city and district have been brought to 
a state of efficiency, which could have been thought possible only by the 
two master spirits who wrought together for its accomplishment. The 
public school, with its various activities, has come to be the center of 
interest for all that is best in the community; and each resident takes 
a personal interest and jjride in its work and success. 



Marlinton Public Schools. 

U\' ANDKKW rUICE. 

Marlinton has just completed two school buildings. The principal 
building is situated in the heart of the town and is a two-story brick 
structure containing six class rooms and a large chapel or hall. It has 
the modern appliances in the way of water and heat. The other building 
is situated a mile north of the main building and is a two-room frame 
building. 

A very successful school is in progress, with the following teachers: 
L. W. Burns, principal; Mrs. W. G. .Tohnston. Miss Sallie W. Wilson, Miss 
Anna M. Wallace, Miss Lucile Quirk and Miss Mabel .lackett. 

The town of Marlinton contains a population of about twenty-five 
hundred and has been mainly built in the last five years. As a town it 
dates from 1891, when the Courthouse was moved from Huntersville to 
Marlinton. Prior to that time a Postoffice was maintained, but it was a 
farming community. 

The first school house built at this point was in the year 1881. This 
school house was built after the plans so dear to the hearts of most 
Boards of Education — a four square wooden building on pillars with a 
loose floor and tight ceiling. Much air could come in and little could 
get out. If possible these school houses of ttie chicken-coop style of 
architecture were placed in the most exposed and windy situations; 
though generally the members of the Board of Education would see that 
their barns were in sheltered places and made warm and healthful for 




Tin-: Evoj.i Tio.N ok a Sciioui. JJiiLinxt; Ar Makij.\to.\\ Pocahontas Cointy 



West Virginia 209 

the stock. Anything seemed to be good enough for their children. We 
think, however, that School Boards are beginning to realize that our 
children are the most precious of our belongings, and we are now coming 
to the point when our school rooms will equal in comfort and h.ealth- 
fulness, our homes. 

In the old school house some of the best teachers of the county have 
taught. Among them are Rev. William T. Price, D. D.; Hon. George W. 
McClintic, Uriah Bird, M. G. Mathews, George Baxter and Miss Emma 
Warwick. 

When the new town sprang up, much trouble was experienced in 
getting proper support for adequate school facilities. Edray District, in 
which the town is situated, is more than three times as large as Brooke 
County and has at this time taxable property amounting to four million 
dollars, a fourth of which is in the town. The board did not encourage 
good schools at the county seat. In 1905 the Legislature passed a bill 
making the town an independent district, which was unanimously opposed 
and voted down by the four country precincts. It was lost by a majority 
■of 43 votes. 

A change occurred in the School Board at the beginning of the year 
1906, the president of the board moving to another district. The County 
Superintendent, J. B. Grimes, appointed Andrew Price, a lawyer living 
in Marlinton, to the place. Captain A. E. Smith, a wealthy lumberman 
of Marlinton, was already on the board, and the district had for the first 
time a board inclined to give the town its dues. This board, during 
last year, expended fourteen thousand dollars in improvements in Marlin- 
ton, having levied in Edray District for all purposes 50 cents on the 
$100.00, all other taxes being 18% cents only. Their action was approved 
by the State Tax Commissioner on investigation as well as by the people 
of the district at large. 

The school term has been extended to eight months. The present 
school is very successful and gives the greatest satisfaction to the people 
of the district, ii'rom this time on it is to be believed that Marlinton 
will be proud of her schools. 

In the good work, County Superintendent Grimes has been active and 
helpful, and we are glad to state that he has been re-elected, leading the 
head of his ticket by the substantial vote of 147. 



Martinsburg Public Schools. 

BY W. A. PITZEE, SECRETARY BOARD OF EDUCATIOX. 

The public schools of Martinsburg were organized in 1865, but were 
not in full operation as such until 1866, when a part of the "Kruzen 
property," located near the center of the city, was purchased at a cost of 
$7,500, and opened as a graded school. Dr. Irwin, Mr. W. C. Matthews 
and Mr. George R. Wysong were the first commissioners. About 500 
pupils, taught by a corps of eight teachers, were accommodated in the 
tmilding. The primary department, four grades, occupied the second 



210 History of Education 

story, which contained one large room and two smaller recitation rooms. 
The grammar department, consisting of three rooms, occupied the lower 
story. As the population increased, new houses were erected for th& 
accommodation of the pupils. We have at present six school buildings, as 
follows: One in the Second Ward, erected at a cost of $6,900, to which 
annexes were added in 1900 and 1906 at a cost of $5,000; one in the Third 
Ward,, the "Kruzen property" above referred to; one in the Fourth 
Ward, at a cost of $5,200; one in the Fifth Ward, a handsome, modern, 
brick building, erected in 1897 at a cost of about $10,000; a neat brick 
building. Second Ward, for the colored school; and the High School, a 
two-story brick edifice erected in 1884 at a cost of $7,500, pleasantly 
located in South Queen street, and furnished with heating apii^'-ntus and 
other modern conveniences: 

By an act of the Legislature passed in 1875, Martinsburg became 
an Independent school district, since which time the schools have ex- 
perienced a season of wonderful growth and prosperity. Thirty-one 
teachers in all are employed, twenty-nine white and two colored. The 
city educated, for the most part, its own teachers, giving in every instance 
the preference to graduates of the High School, thus securing that unity 
of system and harmony of action which are essential to the efficiency of 
any school. 

The public schools of Martinsburg were never in a more prosperous 
condition. The teachers are zealous, industrious and competent; the 
school officers watchful, considerate and obliging, and the patrons courte- 
ous, helpful and intelligent. 

The High School is an accredited school to the University of West 
Virginia, and to the University of Cincinnati, and its graduates have in 
recent years entered without examination Washington and Lee Uni- 
versity, Woman's College of Baltimore, the University of Chicago, and 
Dickinson College. Under the able administration of Superintendent 
Brindle our schools have made marked and material progress along all 
lines. His policy is to retain and encourage merit and success, to urge 
the necessity of careful and continuous improvement and advancement 
in thought and practice, to stimulate the teachers in their efforts to dO' 
better work, and to utilize in a practical way modern methods of instruc- 
tion. The people of Martinsburg, in fact, have every reason to feel proud 
of their most excellent school system, and to expect in the future a still 
greater degree of advancement and prosperity. No city in the State of 
West "Virginia affords better educational facilities than does the city 
of Martinsburg. 

A list of the superintendents of the Martinsburg public schools from 
July 1, 1875 to July 1, 1907: 

David Speer July 1, 1875 to July 1, 1876 

A. Tegethoff July 1, 1876 to July 1, 1880 

William Gerhardt July 1, 1880, to Sept. 10, 1886 

W. G. Hay Sept. 10, 1886, to Dec. 29, 1886 

Jennie L. Ditto, principal High School Dec. 29, 1886 to March 14, 1886 

J. A. Cox March 14, 1886, to July 1, 1894 



West Vieginia 211 

A. B. Carmen July 1, 1S9+, to July 1, 1897 

C. H. Cole July 1, l-L'7 io July 1, 1904 

G. W. Brindle July 1, ll.'C i 

BoAED OF Education, 1907. 

A. T. Russler, President and Commissioner Fourth Ward. 
C. A. Young, Commissioner First Ward. 
R. K. Siebert, Commissioner Second Ward. 
J. W. Snowden, Commissioner Third Ward. 
J. H. Whetzel, Commissioner Fifth Ward. 

Board of Examinees, 1906 - 7. 

G. W. Brindle, President. 

C. W. Miller and D. H. Dodd, Associates. 



History of McMechen School. 

BY J. T. KING, PEINCIPAL. 

In 1890 B. B. McMechen laid out the first plot of the Town of Mc- 
Mechen, then a sparsely settled school district enrolling some eighty 
pupils. A two-room frame school building furnished ample accommoda- 
tions for the school youth at that time. 

The growth of the town was so rapid that the frame building became 
overcrowded and four rooms of what is now known as the old brick 
school building were erected. The school was transferred to this build- 
ing in October, 1891. Three years later an addition of two rooms was 
added to this structure to relieve the crowded condition of the school. 

Some years after the district was divided and a four-room building 
erected in the northern portion of the district or town. 

Since this time the Board of Education provided for the growth of 
the school by renting rooms in different sections of the town. 

The new building now occupied by the school was completed Sept- 
1, 1906. It is a handsome and commodious structure containing fifteen 
school rooms. The auditorium on the third floor has a seating capacity 
of six hundred and ninetJ^ 

The enumeration of school youth April 1, 1906, was seven hundred 
and ninety two, and the enrollment of the school for February, 1907, was 
six hundred and two. 

A High School with a three-year course of instructidn was estab- 
lished September 1, 1894. A class of seven girls completed the course 
and graduated in 1896. Since that time a class has graduated each year. 
The alumni of the school now number forty-nine. There are at this time 
thirty-four pupils enrolled in the High School. 



212 History of Education 

The Morgantown Schools. 

ISY WILLIAM II. GALLUP, SUPERINTENDENT. 

The history of education in Morgantown bj somewhat unique. From 
the founding of the town in 1795 to the present time the chief interest 
of Moigantown's citizens has been centered in the cause of education. 
Few towns have been so ricli in men and women of culture and refinement. 
A roster of her great names would be too long to publish in this brief 
paper. 

Monongalia Academy was established on the 29th of November, 1814, 
and for fifty-three years did excellent work. Under the administration of 
Rev. J. R. Moore it experienced its greatest prosperity. Fourteen States 
were represented by the students upon its rolls and it was recognized as 
the very best of western academies. 

Woodburn Seminary was opened in 185S and from the first was very 
successful. The trustees of Woodburn were ever interested in advancing 
the cause of learning and in 1SG7 offered the State their entire plant and 
money amounting to $.50,000, if the Agricultural College should be located 
on the site of Woodburn. The State accepted tVie offer and West Virginia 
University was established at Morgantown. 

On the 22nd of December, 1S38, the trustees of Monongalia Academy, 
which educated males only, petitioned the Legislature to grant a charter 
for an institution to be called Morgantown Female Academy. The petition 
was granted and the institution was later known as Whitehall Female 
Seminary, on account of the buildings being painted white. This institu- 
tion was successfully conducted until sold in June, 18G9 

Morgantown Female Seminary was another educational institution 
that opened its doors to ambitious girls in 1856. For years it did excel- 
lent service, but after the State University admitted girls there seemed 
no longer a need for an exclusively woman's school. 

Old Monongalia Academy was purchased from the trustees of the Ag- 
ricultural College in 18G8 for public school purposes for $13,000. This 
building continued to be occupied by the public schools until it was de- 
stroyed by fire in 1897. 

The first principal, Mr. Adam Staggers, had two assistant teachers. 
Mr. Alexander L. Wade was the next principal and gave the schools his 
enthusiastic service. Mr. Henry L. Cox, the next principal, was given 
three assistants and under his eflScient leadership the schools made 
excellent progress. After a few years Mr. Cox resigned and the adminis- 
tration of the schools passed into the hands of Mr. Benjamin S. Morgan, 
who proved a worthy successor to the able men who preceded him. Five 
teachers were now employed. 

Professor Thos. E. Hodges was the next principal. He reorganized 
the school thoroughly, extended the course of study and had the honor 
of graduating the first class from the high school. Prof. Hodges had six as- 
sistants. 

Mr. Nacy McGee Waters succeeded Prof. Hodges. Mr. Waters was 
an untiring worker, enterprising and scholarly. 



West Virginia 215 

Frank Snyder followed Mr. Waters and six teachers were employed 
as assistants. The school continued to prosper. 

Harvey Brand, the next principal served for seven years as principal 
and for one year as superintendent. The number of teachers increased 
from year to year till twelve teachers were hired. Mr. Brand was active 
and earnest in his efforts to keep the Morgantown schools in the front 
ranks. The destruction of the school building and the consequent disad- 
vantages of having the pupils scattered about town in unsuitable rooms 
made the duties of the superintendent very arduous for the last two years 
of his term. With the opening of the new building in September, 1899, 
William H. Gallup took charge of the schools. The high school course 
was increased to four years by the addition of new studies. 

The presence of the preparatory school of the State University has 
made it difficult to build up the high school. However, some progress 
has been made. From considerably less than a dozen pupils the enroll- 
ment has grown to one hundred and sixteen. The senior class of 1907 
numbers nine boys and nine girls. Four high school teachers devote 
their entire time to teaching. The teaching force of the school now 
(1907) numbers twenty-nine and by another year thirty-six should be 
employed. 

The Central building with its furnishings cost about $G5,000. It is 
admirably adapted to public school purposes. The Fourth Ward school 
building was completed in 1903 at a cost of $20,000. Two small build- 
ings were erected in 1906 but the growth of the town has been so great 
that the school rooms are badly crowded. 

From the installation of the public school to the present day Morgan- 
town has been fortunate in its school boards. Men of the highest social 
and professional standing have given their untiring devotion to the in- 
terests of the schools. Conspicuous among these men were Col. A. Fair- 
child, who served on the board for twenty-eight years, and Mr. Thornton 
Pickenpaugh, whose term of office was nearly as long. Nothing else is so 
helpful to the cause of public school advancement as the earnest super- 
vision of intelligent school boards. 



New Cumberland. 

BY SUPERINTENDENT C. W. FRETZ. 

Up to his death in 190G, New Cumberland was the residence of Hon. 
John H. Atkinson, author of the first West Virginia public school law. 
Naturally he was a leader in the educational afiairs at his own home. 
In 1871 the main school building was constructed. It is related that some 
taxpayers were so much opposed to progressive measures of this sort, that 
they sold their property and invested in the West. Losing all there, 
some at least, returned to work for their daily bread, on the very build- 
ing, which they had so bitterly opposed. 

In 1883 the North and South wings were added. H. C. Shepherd 



214 History of Education 

■was the first principal, with three assistants. In 1877 Will B. Sweariugen, 
now of Pueblo, Colorado, was elected with five assistants. Present Sen- 
ator Oliver S. Marshall came next. His successor was W. J. Huff, now 
deceased. R. H. Jackson, now a prominent attorney of Pittsburg suc- 
ceeded him. Next in order were E. D. Haines and Van Bernard. 

In 1889 W. H. Gallup, now Superintendent at Morgantown, took the 
reins and directed affairs with ability during the next ten years, 1889- 
1899. He was ably followed by W. M. Henderson, now head of the Mounds- 
ville schools. S. C. Durbin, a graduate of Ohio State University came 
next, but entered Harvard after one year of service. He is now at 
Culver Military Academy, Indiana. The present Superintendent, C. W. 
Fretz is closing his third year of service. For more tahn a decade the 
high school principal has been a graduate of a prominent college. Miss 
Faye Bennett, of Dennsion University holds that position now. 

During the entire history of the Board of Education there have been 
but three secretaries, M. M. Cullen, George Lambert and C. S. Bradley. 
M. N. Price is president of the board, with Col. J. A. Smith and B. J. 
Dornan as commissioners. Eleven teachers are needed to supply the 
school, which is on the accredited list of the State University. The 
school possesses a well selected library of a thousand volumes. 

For twelve years the custodian, A. R. Wright, has aimed to make the 
building wholesome and attractive on the interior and to beautify the sur- 
roundings. As a direct result of the liberal use of such old-fashioned 
means as soap, water, carbolic-acid, sulphur, and "elbow grease." New 
Cumberland has practically escaped the epidemics of contagious disease, 
that have ravaged some neighboring places. The writer can vouch for the 
statement that during the past three years at least, no case of contagion 
has been spread through the school. 



History of the New Martinsville Schools. 

BY P. Y. DEBOLT, SUPERINTE.\DENT. 

The year 1879 will ever be held sacred by the people of New Martins- 
ville, as it marked the beginning of the educational life of the com- 
munity. A few years previous to this time, the Legislature authorized 
the establishment of a High School for Magnolia district, this county; 
said school to be for the use and benefit of all higher grade pupils 
throughout the district. 

By reference to early records, we find, that prior to the year 1877, 
the boards of education were composed mostly of out-of-town members. 
This being true, the interests of education in the town were sadly neg- 
lected. The schools here, were put on the same basis as those in the 
country. The people of the town very naturally rose up in rebellion, and 
in 1877 the differences were settled by a contest of votes, which resulted 
in a victory for the 'townspeople. A board of education was elected who 
favored better school facilities for the rapidly growing little town. At 



West Vibginia 215 

the above named election, the following men were chosen members of 
the Board of Education: William McG. Hall, President; Levi Tucker and 
Felix Abersole, Commissioners. 

These men set about immediately to better the conditions of the 
schools in New Martinsville. They organized graded schools, drafted a 
course of study, with rules and regulations therefor; they increased the 
wages of the principal and a part of the teachers. The schools worked 
under these conditions until 1880. 

The board's term of office having expired, another election was held 
in the fall of 1879, at which time the following men were chosen to rep- 
resent the interests of education: William McG. Hall, President; Levi 
Tucker, Felix Abersole, P. Rothlesberger and J. B. Burch. 

The new board began at once to lay plans for the establishment of a 
High School, and to prepare for the erection of a suitable building, as the 
one then in use was quite inadequate to the growing demands of the 
town. The first step taken, was to purchase a suitable location. After 
some weeks of deliberation, the present school site was purchased. 

After the location for the building had been secured, the board saw 
that the school funds were somewhat limited, yet, with the increased levy 
authorized by the election of 1879, they saw their way clear to take fur- 
ther steps in the work. They laid the levy to the utmost limit of the 
building and Hi/?h School funds, then by skillful management accumulated 
money in advance. In the spring of 1880, through the aid of the worthy 
State Superintendent, W. K. Pendleton, plans were adopted and the erec- 
tion of a school building begun. Again, owing to shortage of funds, the 
work of construction was delayed, and the building was not completed 
until sometime during the summer of 1881. On this account the town 
was without a full term of school during the winter of 1880-1. 

Prof. D. T. Williams, now principal of Madison school. Wheeling, was 
chosen the first principal of the new High School; but owing to the fact 
that the building was not completed, and that a call came from another 
place, he resigned the position here for the other work. 

In the fall of 1881, Mr. A. F. Wilmoth, of Randolph County was 
chosen principal. He organized the school, and worked by the plan ar- 
ranged by the first Board of Education. He was ably assisted in his 
work by a corps of five teachers. Being dissatisfied with the course of 
study as previously planned, Mr. Wilmoth began the construction of a 
course of study, having in mind the regular graduation of pupils. This 
work was completed at the end of the term, and instituted at the begin- 
ning of the next term. It provided for three years of work in the gram- 
mar school, and three in the High School. When the pupils had completed 
this course, they were awarded diplomas of graduation. It took some 
years to bring the school up to the standard desired. The first class 
graduated in 1893, and since that time, classes have been regularly grad- 
uated . 

The town continued to grow very rapidly, and was fast becoming j, 
thriving little city. The increase in population, also brought about an 
increase in the school population. So rapidly were the schools filling up. 



216 History of Education 

that the building became inadequate to the demand, and plans were made 
for the erection of a new and more modern building. In the early spring 
of 1901, the old building was torn down, and the ground broken for 
the foundation of the present building. The corner-stone was laid on 
July 18, 1901, and the building completed in the early summer of 1902. 
This is a well planned and commodious school building and one of which 
the people are justly proud. On the first floor are eight class rooms and the 
principal's office; three stairways lead to the second floor, which contains 
eight class rooms, a library room and the physical laboratory; on the third 
floor is a neat little auditorium with a seating capacity of about seven hun- 
dred. 

During the year 1905-OG, the superintendent, Mr. B. G. Moore, set 
about to strengthen the High School course by adding another year there- 
to, thus bringing our schools up to the level with others of the state. The 
present incumbent has finished the work begun by Mr. Moore, and now 
a four-year course is in full operation. Owing to the change thus made 
in the course of study, no class will be graduatcjd at the close of the pres- 
ent term. There are three young ladies and two young gentlemen in the 
class of 1908. 

Since this is a district High School, many boys and girls from the 
country avail themselves of the opportunity of obtaining an education 
within its walls. The early prejudices have all been laid aside, and 
thefe is now no opposition to the High School. 

The following persons, many of whom are prominent in our State, 
have served in the capacity of principal of the school: A. P. Wilmoth, S. 
Bruce Hall, S. W. Martin, F. Burley, E. E. Umstead, J. N. VanCamp, 
W. W. Cline, J. M. Skinner, D. W. Shields, B. H. Hall, W. J. Postlethwait, 
1900-02; B. G. Moore, 1902-OG; P. Y. DeBolt, 1906 . 

The present Board of Education is composed of the following named 
gentlemen: E. B. Snodgrass, President; Jacob J. Rothlesberger, Joshua 
R. Thorn, Commissioners; and Leslie J. Williams, Secretary. 

( 



Piedmont Public Schools. 

BY W. H. WAYT, SUPERINTENDENT. 

The town of Piedmont was founded about the year 1850, springing 
up very quickly after the arrival of the Baltimore and Ohio railroad. 
There were, of course, no free schools in either Allegheny county, Mary- 
land, or in Hampshire county, Virginia, in which Piedmont, lay. Mrs. 
Jessie Bickford started a private school in her own home in 1852, but 
it could not stand the competition of the larger school of Mr. Warren 
across the river, and was soon discontinued. There was no other school 
of any permanence until 1856, when Miss Annie Ambrose, of New Ham- 
shire, opened a school in the home of her aunt, Mrs. Bickford, a house 
then standing on the corner, but now back of the Methodist Episcopal 
church. The superiority of her methods, and those of Dr. Connor, a 




SlIKI'HKRDSTOW.X GhADKI) ScIIOOI. LlliHAHV AM) RkAI)1.\(; RoO.M . 




Hi(,Ji School. Keysek. 



West Virginia 21T" 

graduate of Dickinson College, who started a school for higher studies 
in Westernport about 1858 or 1859, sounded the knell of the "old field" 
schoolmasters, who had so long held sway. As an instance of her su- 
periority to the old regime it may be mentioned that Miss Ambrose 
brought the best and latest text-books to be had, and especially that she 
brought the first primary books ever introduced into the community. Mr. 
Nathaniel Ambrose folowed his sister in the school begun by her, and some 
persons so much appreciated the opportunity then offered as to take up 
some such higher work as Latin and algebra. A great many persons 
either could not or would not send their children to the private schools 
just referred to; the result was that the attention of the teachers was 
concentrated upon a few children and these received really excellent in- 
struction. 

The influence of the Civil War worked in various ways to break up- 
the private schools, and the history of education throughout that stormy 
period is almost a blank. Mr. O'Gorman taught about this time, in a. 
school held in a basement of the old Presbyterian church that once stooo; 
where the Davis Free School now stands. A Miss Mary Jarbo — after- 
wards Mrs. Carless — taught on Piedmont hill, although the dates of this 
are lacking. Even information concerning the establishment of the 
public schools, and their history up to a comparatively recent time, can- 
not be found in any accurate or well-authenticated form; for the ofiicial 
records have been lost. 

Mineral county was formed late in the sixties. Mr. Thomas P. Adams 
was elected as the first County Superintendent of Free Schools. He ap- 
pointed Boards of Education in the various districts. Their task was 
a hard one. There were neither school houses nor school districts, nor 
money, nor teachers, nor books. There was no great sentiment in favor 
of free schools, but there was a great deal of sentiment against them. 
For Piedmont District, which was at that time called Mt. Carbon Dis- 
trict, it seems that the first Board of Education appointed by Mr. Adams 
was as follows: Wm. Kight, President; Emil Nefflin, K. S. Jones, J. T. 
Blakiston, Jas. A. Burris, all of whom were good friends to popular ed- 
ucation. Mr. Nefflin later became president of the board and served from 
his appointment in 18G8 until 1893 — in all twenty-five years. 

One of the first schools after the war was in a building originally a 
market house, standing where the town hall now stands, which was re- 
modeled into a school house, and in which Mr. N. M. Ambrose was 
principal and Mrs. Jennie Nesbit was assistant. The cause of free edu- 
cation grew in influence and strength; but even the names of principals^ 
teachers, and members of the Board of Education, who by their labors 
contributed to this growth, are in a great many instances — owing to the 
loss of records above referred to — no longer to be found. In 1871 Mr. 
Nefflin was able to secure an allotment of $300 from the Peabody Fund,. 
which was allowed annually thereafter until the fund was diverted t»- 
the support of the State University and other uses by act of the Legisla- 
ture. It seems that this was the only district of the county that was ever 
able to secure this Peabody grant. 

Mr. Wm. O'Gorman referred to above was one of the early principals- 



213 HifTOKY or Education 

of the public schools. He also taught the Beryl school for a long while. 
Miss Lizzie Russell, who taught in both public and private schools, is 
worthy to be mentioned here by virtue of her later career. She became 
a missionary in Japan, and founded there a girls' school, which later 
developed into a college with branches over the kingdom. May, Wilson, 
Van Horn, and Purinton, are the names of persons who were principals 
of the public schools at different times during the seventies. From 1883 
till 1887 the position was held by Mr. John Newlon, now of Pruntytown. 
Mr. David Arnold, now of Elk Garden, followed and held the place one 
year. Mr. D. W. Shields, from Ohio, held the position one year also, go- 
ing from here to Keyser, where he remained some years. Mr. R. M. 
€ollins was next principal (1889-18911. He was succeeded by Mr. W. M. 
Foulk, whose administration of the affairs of the school was for many 
reasons a notable one. He held the position for twelve years, only re- 
signing it to take up another responsible and more remunerative position. 
He is now the efficient Superintendent of the Huntington Schools. C. R. 
Murray of Ohio, proved himself a worthy successor to Mr. Foulk. Mr. 
Murray resigned in 1905 to accept a more lucrative position as Principal 
of the Williamson Schools. 

The names of what is said to have been the first Board of Education 
have been given already. The presidents of the board, besides the two 
there named, have been P. S. Hyde, J. C. Kuhnly, H. C. Thrush, and D. 
E. Parke, the latter of whom together with Judge John H. Keller and 
Elza Newcome constitute the Board of Education at present. Among the 
many citizens who have served on the Board Mr. Henry Kight is deserv- 
ing of mention for long and honerable service. The present secretary is 
J. T. Parke. The present high standing and splendid condition of the 
schools bear ample testimony to the fact that the District has had ex- 
cellent men on the Board of Education; and the present board, to those 
who are acquainted with it, needs no commendation on the score of faith- 
ful, diligent, and enlightened devotion to the interest of the public schools. 

The building referred to before and sometimes known as the Fred- 
lock school, was for many years the principal school house, another 
school of two or three rooms called the Adjunct school stood on the 
west corner opposite where the Davis School now stands. In 1883 the 
Hill School was built for persons living in that part of the town and the 
Adjunct school was soon discontinued. The Hill School is now known 
as the Howard School and is used. to accommodate the colored children. 
The Beryl School is in the same system as the Piedmont schools, all be- 
ing under the control of the Board of Education of Piedmont District. 
The building has three rooms and was erected about 1892, the previous 
building having been destroyed by fire. 

One of the most notable things in the educational history of Pied- 
mont was the gift of the Davis Free School building, in 1890, Ex-United 
States Senator Plenry G. Davis, who had lived and done business in the 
town for twenty-five or thirty years, seeing the need of better education- 
al facilities and realizing that the town was not in a good condition to 
raise the money by taxation, built and gave to the town the fine struc- 



West Virginia 219 

ture that bears his name, thus giving lasting evidence of his generosity 
and his interest in the cause of popular education. 

Since then the schools have moved to a constantly higher standard 
of usefulness. One of the things accomplished was the establishment of 
the nine months term. Another was the formation of a four years high 
school course. In 1905 all schools in the Piedmont Magisterial District, 
viz. Davis Free School, Beryl School, Hampshire School, and the Howard 
school, were placed under the management of a Superintendent. Except- 
ing the Howard school, all the schools have been graded on the same 
basis and have the same course of study, which covers nine years. Pupils 
"Who complete this course are graduated from the graminar school and 
are admitted without examination to the Piedmont High School. 

The first commencement of the High School was held in 1892, since 
then twenty young men and fifty young ladies have finished its course 
and have gone out to take positions of usefulness in active life. By a 
constant strengthening of the course of study the High School has been 
raised to the rank of an accredited school at the State University, which 
Is one of the best possible evidences of the strength and thoroughness of 
its courses and instruction. 

Many of the teachers have done long service and all have been faith- 
ful and efficient. Each one is without doubt working with his fullest 
powers for the advancement of the pupils, and the interest of the schools 
and the town at large. It is among the present aims in the management 
of the Davis Free School to provide it with adequate library facilities. 
The movement has been but lately begun, but it has the cordial sup- 
port of the teachers, the school authorities, and the citizens of the town in 
general, and bids fair to be very successful. 

There are two hundred and sixty-six pupils enrolled in the Davis Free 
School at present; one hundred and thirty-nine in the Beryl School; 
twenty-five in Hampshire school, and ninety-four in the Howard (colored) 
school. 



History of the Point Pleasant School. 

BY MISSES STEINBACH AND MCCULLOCH. 

When a town was laid off at the Junction of the Ohio and Great Ka- 
nawha rivers, a lot was given by Thomas Lewis as a site for a school 
building. On this lot, the present location of Langston School, (colored), 
a small log building was erected which was used as a school and church. 
A frame building replaced this at a later date. In 1848 a subscription 
was raised among the citizens of the town to build a better school house 
on the same lot. This movement resulted in thv3 erection of a brick struc- 
ture of two rooms, to which two more were later added. In 1865, when 
the public school system was established in West Virginia, this subscrip- 
tion school became one of the district schools of Mason County. 

By an act of the Legislature, dated February 24, 1887, the Independ- 
ent School District of Point Pleasant was created out of a part of Lewis 



220 History of Education 

District. To meet the needs of a growing population, two smaller school 
buildings were erected in the suburbs of the town. These schools were 
discontinued in 1890, when a progressive board of education, composed of 
Col. H. R. Howard, Mr. G. W. Tippett, and Capt W. H. Howard, opened 
to all the white children of Point Pleasant the present school building 
of eight rooms, library, office, and an extra recitation room for 
the High School. The building is provided with the exhaust system 
of hot air heating. In 1897 the nucleus of a library was secured and 
since 1904 the library, through the energy of the present superintendent 
and principal and recent boards of education, has been increased to over 
500 carefully selected volumes. The books are arranged in sectional book- 
cases and a record of their use in kept by means of a card system. The 
office is equipped with a card system for keeping records of the work of 
both pupils and teachers, and with such modern conveniences as electric 
lights, telephone, type-writer and duplicator. Within recent years the 
walls of the school building have been tinted, frescoed, and adorned with 
a few choice pictures, while the grounds have been improved and beauti- 
fied with ivy, trees, and beds of flowers. Within the past year an osage 
hedge has been planted, and imposing steps and broad walks have been 
constructed of re-enforced concrete. 

At an eai'ly date in the history of the schools provisions were made 
for a high-school, but the organization was not perfected until 1890. The 
first class was graduated in 1892. Since that time there have been 77 boys 
and girls graduated from the High School. In 1897 the High School 
course was re-arranged and improved by the addition of one year's work. 
In the same year the entire school was regraded, and at present the 
course includes 12 years of work; two primary, four intermediate, two 
grammar, and four high school. The schools are progressive and improv- 
ing. Within the last few years the graduates of the High School have 
been admitted to West Point, and with slight conditions, to the freshman 
class of the State University. 

The teachers are interested in their work and are ambitious to im- 
prove the conditions of the schools. They are pursuing the Teachers' 
Reading Course prescribed by State Superintendent Miller, and avail 
themselves of the special teachers' library of about thirty volumes which 
the present progressive Board of Education has provided for their use. 

For the following list of principals we are indebted to Miss L. A. 
Gilmore, who has devoted her life to the work of education in Point 
Pleasant 

Point Pleasant Public School — organized in September, 1865. 

Principal during the term of: 

1865-66, Mr. A. Stevens. 

1866 - 07, Mr. Haight. 

1867-68, Mr. A. Stevens. 

1868 - 70, Mr. D. P. Guthrie. 

1870-73, Mr. W. J. Kenney. 

1873 - 74, Mr. D. P. Guthrie. 

1874 - 75, Mr. H. G. Nease. 



West ViRciiNiA 221 



1875-77, Mr. W. J. Kenney. 
1877-78, Rev. W. E. Hill. 
1S78 - 80, Mr. W. J. Kenney. 
1880 - 81, Mr. R. B. Mitchell. 
1881-84, Mr. W. J. Kenney. 
1884-87, Mr. J. E. Seller. 
1887-95, Mr. W. J. Kenney. 
1895-97, Mr. M. Bowers. 
1897-02, Mr. R. A. Riggs. 
1902-03, Mr. L. S. Echols. 
1903-07, Mr. Peter H. Steenbergen. 



The Ravenswood Schools. 

BY W. L. MCCOWAN, PRINCIPAL. 

Before the Free School System was authorized by the Legislature 
of West Virginia, the schools of Ravenswood were subscription schools. 
The first school house within the present corporate limits of the town was 
a log cabin erected early in the 40's by Ephriam Wells. In this the youth 
of Ravenswood were instructed until the accommiodatiohs were inadequate. 
New quarters were then secured in the Old Institute, a building used for 
a town hall and religious purposes, which stood opposite the Baltimore 
and Ohio railroad depot. This school prospered for many years and de- 
veloped educational thought and sentiment in the town. 

In 1858 W. P. Harmon, of New York, came to Ravenswood. Seeing 
the interest taken in education, he built an academy. This school, known 
as Union Academy, opened with two teachers in 1859. At the breaking 
out of the Civil War, Mr. Harmon enlisted as a soldier, but his Academy 
flourished until after the war. 

When the Free School System was authorized in 18G4, Ravenswood 
was in Gilmore township. The Board of Eaucation of this township 
purchased the Academy building from Mr. Harmon, and, in 1864, opened 
the first free school in the town. From this time until 1887, the Academy 
•was used as a free school. 

By an act of the Legislature of West Virginia in 1870, the town of 
Ravenswood and the tract of two thousand four hundred and forty acres 
of land granted to George Washington, on wnich the town is located, 
was made an independent school district. With the advantages of an in- 
dependent district, Ravenswood made rapid strides along educational 
lines. 

As the population increased, the old Academy building became in- 
adaquate for the number of pupils, and a levy was begun early in the 
80's looking towards the erection of a new school building. In 1887 the 
present artistic and commodious building of which Ravenswood is justly 
proud was erected. The School Board was then composed of G. W. Long, 
E. W. Brown and J. P. Stone. E. W. Wells, of Wheeling, was the archi- 



222 History of Education 

tect. The building alone cost $13,700. The school property, including 
grounds, buildings, furniture, heaters, etc., cost the district about $20,000. 

In 1887j school was opened in the new building, the old Academy 
having been sold. Since the erection of the new building, the following 
principals have been in charge: C.*E. Keys with three assistants, 1887; 
Cora Manuel with five assistants, 1888-9; J. W. Watson with five assist- 
ants, 1890; L. W. Philson with six assistants, 1891; W. L. McCowan with 
six, seven and eight assistants, 1892-1900; C. H. Ebers with eiglit assist- 
ants, 1901-1905; W. L. McCowan with eight assistants, 1905. 

In 1890 the Board of Education adopted a graded course of study for 
the Ravenswood scnools, concluding with a two years High School course. 
In 1898 the High School course was developed under the administration 
of Principal W. L. McCowan. During his administration the standard 
of the schools was raised and tlieir influence extended: 

In 1901 Principal McCowan resigned and C. H. Ebers, a graduate 
of the State University, was elected his successor. Under his administra- 
tion the course of study was again revised. The entire course now cover* 
a period of twelve years; concluding with four years high school work. 
This course is practical and thorough. It compares favorably with tlie 
best schools in the State. The high standard of the Ravenswood schools 
is the means of bringing many influential families to Ravenswood to re- 
ceive the advantage of her school system. The High School course is 
strengthened in some parts every year. The subjects of study are so 
graded and corrected that the work in each grade prepares the student 
to do that in the next higher. Thorough work is required in order 
that the standard for the high school subjects may be attained. The 
Ravenswood High School, when its present course is worked out in 
detail, will admit those who complete it to the freshman class of the 
State University. Since the adoption of the High School course over 
50 young men and women have finished the course and are now filling 
responsible and useful positions in society. 

The High School is a benefit to the town in many ways. It is the 
most democratic of all institutions. It offers to the poor and rich on 
equal terms a culture which will adorn and ennoble any situation in 
life. Besides, the High School gives tone and efficiency to the lower 
grades and offers that inspiration which is needed to retain pupils in 
school. Finally, the teaching force in a graded system of public instruc- 
tion is most efficiently recruited from the High School. 



The Richwood Schools. 



BY W. K. GROSE. 



At the beginning of the year 1900 the site of the present town of 
Richwood was known as Cherry Tree Bottoms and was inhabited by 
only three families. These were surrounded by a vast stretch of virgin 
forest which contained almost every variety of timber known to our state. 



West Virginia 223 

The hills and valleys abounded in large game and was a favorite re- 
sort for sportsmen from far and near. But the past six years has wit- 
nessed a transformation truly wonderful. 

In August 1900, the Cherry River Boom and Lumber Company be- 
gan the erection of their extensive plant. In less than one year the mill 
was in operation furnishing employment to more than one thousand men. 
Then began a boom which rivals the typical western town. During the 
year 1901, the Dodge Clothespin Factory was removed from Duhring, Pa., 
to Richwood. The same year a Tannery Plant was begun. In the 
summer of 1905 the buildings of the Cherry River Paper Co. were com- 
pleted and soon after the paper mill began operations. The establish- 
ment of these factories brought immigrants from all parts of America 
making a truly cosmopolitan population. 

The town was incorporated in 1901 and the first school was taught 
during the winter of 1901-2 in a two-room building furnished by the Lum- 
ber Company. B. E. Deitz, who was chosen as the first mayor of the 
town, and who is now president of the Board of Education of the Inde- 
pendent District, was the principal. The accommodations being insuffi- 
cient the Board of Education of Beaver District assisted by the town 
erected a frame building consisting of five rooms. Only three of these 
rooms were used during the ensuing winter of 1902-3. 

The movement for an Independent District was begun in the latter 
part of 1902. The Legislature of 1903 passed the bill creating the Inde- 
pendent District of Richwood and when placed before the voters of Beaver 
District received the endorsement of the people. But the Board of Edu- 
cation contested the issue on a legal technicality. The Circuit Court gave 
a decision in favor of the Independent District and was sustained by the 
Supreme Court of Appeals. 

In the meantime a graded school was established in the new building 
with Rev. E. E. Paterson as principal for the year 1902-3. The following 
year Miss Syd Amick was elected principal. She being ably assisted by 
Misses Clara Cronin and Mary Cronin. 

S. F. Richardson was principal for the year 1904-05. The district 
paid the minimum salary and it was only by liberal donations of public 
spirited citizens that teachers could be secured. 

The building was entirely inadequate and at one time the rooms 
became so badly crowded that the trustees were compelled to resort to the 
novel expedient of dividing the school population into two sections and 
allowing one section to attend the morning session and the other in the 
afternoon. The difficulties which confronted the teachers may be easily 
imagined. 

The first Board of Education for the Independent District was elected 
in April, 1905, and was composed of the following gentlemen: A. A. Wil- 
liams, President; Dr. Jas. McClung, S. T. Knapp, J. H. Watson, L. C. Wil- 
liams, Commissioners. L. T. Eddy was chosen Secretary. 

In the fall of the same year two, two -room buildings were erected, 
one in South Richwood and the other in the section of the town known as 
Tannerytown. Frank R. Yoke was elected superintendent and with a 
corps of highly capable assistants began the work of reorganizing and 



224 History of Education 

regarding the schools of the Independent District. Their success is at- 
tested by the fact that each teacher who presented an application was 
re-elected for the ensuing year. 

The continued rapid increase in population necessitated more room 
.rand an increased teaching force, so the Board of Education recently added 
two commodious rooms to the main building, making eight rooms in all, 
and two new rooms to the building in South Richwood. 

The Independent District includes three one-room buildings outside 
the corporate limits of the town one of which has just been completed. 

The school population was 715 according to the last enumeration, and 
notwithstanding the greatly increased capacity of the buildings, some of 
the rooms are crowded, and if the Compulsory School Law were enforced 
more room would be a necessity. 

The district now has seven months school and employs seventeen 
teachers, paying the superintendent $100 per month, first assistant $75, 
first grades $45, and second grades $40. 

The town is in a prosperous condition and the people give the 
schools liberal support, cheerfully paying the highest levy laid in the 
county for school purposes. The Board of Education is composed of 
men identified with the business and educational interests of the town. 
The secretary and three of their members have been successful teachers 
in the public schools of the State. 

The present condition of the school is excellent. The attendance is 
regular, the grading more thorough and systematic, the teachers mani- 
fest a progressive spirit, and general interest and harmony prevail. The 
course of instruction includes two years High School work in addition 
to the common branches. A collection of about 300 volumes of choice lit- 
erature serves as the nucleus for a library. A number of new books 
have been added since the beginning of the present term. 



Ronceverte Public Schools. 

BY EX-PRINCIPAL H. W. BARCLAY. 

The first District School in Ronceverte was established in the year 
1875. 

A frame school house containing one large room was built from the 
district funds. This house is still standing and is situated on Greenbrier 
avenue near the back road to Lewisburg. It is now occupied by a respec- 
table colored man named Dick Williams. 

The school at first numbered about 25 pupils and was taught by 
Mr. Erwin Beckner for a year. He was followed by Mr. Jno. T. Cribbins 
and Mr. Keys Nelson. 

About 1882 the school had outgrown its quarters, and a part of it 
moved into the two room brick building, corner of Greenbrier avenue and 
Pine street, now owned and occupied by Mayor S. R. Patton. 

The principals in order were: Miss Ella Krebs, Rufus D. Alderson, 




Mannixgton District High School 




West Liberty Normal School 



West Vibginia 225 

18S3; A. P. Farley, 1884; L. J. Williams, 1885-86, and Rev. Walter S. 
Anderson, 1887. 

As the number of pupils increased, teachers were added until in 
1884 there were four teachers. 

On Nov. 22, of the same year, the Board of Education accepted the 
Ronceverte school house built by Contractor D. H. Foglesong at a cost of 
$800. This was the two story frame addition immediately in the rear of 
the brick school house. 

After this change was made the original district school house was 
occupied for a short time by a colored school. 

Owing to a defect in the title to the lot upon which the building 
stood, the Board of Education finally lost control of this property. The 
present two story building in which the colored school is taught was 
built in 1887 by Contractor D. C. Howard. 

In 1885 Ronceverte became an incorporated town. 

THE GRADED SCHOOL. 

Another step forward in education was taken by the Board, when, in 
1888, they elected a principal at an increased salary and three assistants, 
over whom he should have authority, and ordered that the sch6ol should 
be graded in accordance with the Public School Manual. 

Of the Graded School Rev. Max Parr was the first principal. He was 
succeeded by Miss C. Betts, 1889, Mr. Wm. Hayes, 1890, and Mr. G. D. 
Shreckhise, 1891-93. 

The population of the town increased very rapidly from 1888 to 
1890 and the need of a building large enough to accommodate the chil- 
dren of the town became apparent. The Board of Education desired a 
suitable site for tne new school building and, after due deliberation and 
much discussion, the town authorities presented for this purpose lots 
numbers 69, 71, 73, 75, 76 and 77, as per plan of the town of Ronceverte. 
The contract for a large three-story brick building was let to Messrs. Diis- 
col & Peters July 16, 1892, but the work was not completed until the 
session of 1894. The Graded School was then moved to its new quarters. 
Mr. Wm. M. Boal was the principal in charge. He was succeeded the next 
session (1895) by Mr. Elmer Leach. 

During Mr. Leach's administration, in 1896, by a vote of the people 
of the district, the Graded School was made a High School and the course 
of study ^extended. 

Mr. Leach was succeeded in 1897 by Mr. H. W. Barclay, and he was 
followed in 1904, by H. F. Fleshman, who was made superintendent of 
the three schodls^of Ronceverte. 

The High School building is a three story brick structure, 70 feet 
square, and contains ten recitation rooms and on the 2nd floor a hall for 
general school exercises. It has high ceilings, good ventilation, water 
and steam heat. Beautiful for situation, the pride of the growing city, 
the High School building is the first object of interest that attracts the 
attention of the passing stranger. It crowns a high hill immediately north 
of the town, overlooks it, and is surrounded by a grove of ancient oaks 
and pines. 



226 History of Education 

The course of instruction offered to the pupils of the district covers 
a period of 12 years, 8 in the elementary course and 4 in the High 
School. 

Since 1875, the following gentlemen have served terms as school com- 
missioners of Fort Spring District, viz: Oliver Curry, Ben Hurxthal, 
Fleming Duncan, D. W. Weaver, Dewellyn Davis, Robert C. Rodes, S. R. 
Patton E. P. Staley and J. Robertson. 

The Board of Education at this date (1906) consists of A. B. C. Bray, 
President; Howard Templeton and W. H. Hanger, Commissioners. 



Salem Public School. 

BY WALTER BAENES, SUPERINTENDENT. 

Salem, though one of the oldest settlements in the central part of 
West Virginia, has been a mere village through nearly all its existence. 
Not until the latter part of the last decade of the nineteenth century, 
when petroleum and natural gas in great quantities were discovered near 
the town, did Salem experience anything but the peace and quietness her 
name implies. But then in a few months the sleepy hamlet was trans- 
formed into a busy little city, noted through the State for its enterprise 
and thrift. These few facts explain the history of the Salem public 
school. 

The school district was created in 1871. In 1877 and 1878 two sec- 
tions of this district withdrew, depriving Salem district of a school build- 
ing. In 1881 a two-story frame structure was erected, though the four 
rooms were not all occupied until 1887. From that time until the dis- 
covery of petroleum the school had an existence so peaceful and unevent- 
ful that nothing of that period need here be mentioned. 

In 1899 two rooms were added to the house built in 1881. But this 
was not sufficient to provide for the larger number of pupils then seek- 
ing admission, so in 1902-3 a new building was erected and the old one 
sold. Moreover, in the same year a one-room frame building was built 
in the western part of Salem, another room being added in 1906. 

The main school building, which is located on an elevation in the 
central part of town, is constructed of brick and stone and finished in 
hard wood. It is two stories in height and contains eight class rooms 
with cloak room, one laboratory room and one library room, besides a 
basement story. The school is tolerably well supplied with dictionaries, 
maps, charts, and apparatus for teaching physics. The library contains 
five hundred and thirty volumes, selected with reference to all the grades. 
School furniture is being supplied constantly, and a piano will be pur- 
chased in the near future. 

Eleven teachers are employed at present in the two buildings. Sal- 
aries have been advancing with the growth of the school, and have 
brought, needless to state, bettfer teachers. 



West Vieginia 227 

Since 1890 the school has been graded. In 1903 the High School 
was created covering three years' work. This has now an enrollment of 
thirty-three, twelve of whom are in the graduating class. The course 
open to the youth of the district through the eight grades and High 
School comprises the following: reading, language, grammar, composi- 
tion, rhetoric, literature, spelling, numbers, arithmetic, book-keeping, al- 
gebra, geometry, nature study, geography, history (West Virginia, Ameri- 
can, universal) physiology, physical geography, botany, physios, Latin, 
(three years) writing, drawing, music. 

The school term until 1905 was six months in length, but that year 
it was increased to eight. The enumeration for the year 1905-6 shows 
more than six hundred youths of school age residing within the dis- 
trict. 



Sistersville Public Schools. 

BY MISS ANNA N. ELLIOTT, PRINCIPAL OF THE HIGH SCHOOL. 

No town in the State has, in the last decade, made more rapid pro- 
gress along material lines than Sistersville. Situated, as it is in the 
heart of a great oil field, its population has increased one thousand per- 
cent since 1890, and its wealth many times as much. But while the 
progress in industrial and financial affairs has been marked, its educa- 
tional interests have not been allowed to suffer and the public schools of 
the city rank, to-day, with those of the old established towns of the 
State. 

In 1891, the schools occupied a four- room brick building on Main 
street. The rapid increase of population following the discovery of oil, 
in 1891-2, filled this building to over-flowing. Temporary accommoda- 
tion was made for the increased enrollment; and in 1896 a new and mod- 
ern building was erected at a cost of forty-five thousand dollars. This 
is a three-story edifice containing thirteen rooms, a high school assem- 
bly room, a library. Superintendent's office, three high school recitation 
rooms, and an auditorium with a seating capacity of six hundred. Slate 
black-boards, single seats, water, gas and electric lights, make it thoroughly 
up-to-date in every respect. In 1899 a four-room frame building was 
erected on the South Side to accommodate the primary pupils in that part 
of town. 

In 1905, Sistersville was made an independent school district, and in 
1906, the citizens of the district voted in favor of a new school building 
to be used for high school purposes. This building, now in progress of 
construction, is of terra cotta brick, trimmed with Cleveland stone. When 
completed, it will contain fifteen rooms, besides an assembly hall seating 
one hundred and fifty. Laboratories will be specially equipped for teach- 
ing Physics and Chemistry. The structure will be heated and ventilated 
by the double-fan system; water and electric light will be found in each 
room. A commodious room on the first fioor will contain the library. 
A campus of more than four acres surrounds the building. A portion 



22S History ok Edvcatiox 

of this will be used as an athletic field, the i-emaiuing portion will be 
planted in trees and shrubbery, and whon an attractive and substantial 
iron fence is made to surround these grounds, they will be among the 
most beautiful in the State. 

The Library began in 1807. with fifty volumes, donated by the 
friends of the school. Since then the book shelves have filled rapidly 
and to-day, the Library numbers two thousand volumes, embracing, 
history, biography, poetry, fiction and reference. Within the last year 
the Library has been thrown open to the public, and a special libiarian 
employed. 

Through the liberality of the Board of Education the school is sup- 
plied with apparatus second to none in the State. The value of the ap- 
paratus in the High School laboratory alone, is about one thousand dol- 
lars. 

The course of study embraces three years primary, four years 
intermediate, and one year grammar work below the High School. While 
many schools make the High School the main object, and bond all energy 
to preparing for that, the aim of the Superintendent and teachers in the 
Sistersville schools, is to fit a child for life if he should never enter the 
High School. 

The primary department is in charge of a primary supervisor, who 
does no teaching, but plans for the work and gives instruction to the 
primary teachers. 

The intermediate and grammar grades are under the direct super- 
vision of the Superintendent, himself. He keeps in close touch with this 
work, and is endeavoring to make the course in these grades most 
thorough and efficient. 

The High School offers two complete courses of study. The Latin- 
scientific is a four-year course preparatory to college work. Four years 
of Latin, two years of German, three years of science, four years of mathe- 
matics are embraced in this. 

The English course offers book-keeping, chemistry, and additional 
work in English as a substitute for Latin. The departmental system is 
carried out in the High School, and is giving complete satisfaction. The 
enrollment is higher than it has ever been. 

The discipline of the school is firm and wisely administered. Each 
teacher is held responsible for the discipline in her own room, and her 
success as a teacher is gauged largely by her ability to control her pu- 
pils without the assistance of the Superintendent. All cases of subordi- 
nation beyond the control of the teacher are referred to the Superintend- 
ent, when the offender is dealt with in a kind but effective manner. Cor- 
poral punishment is a last resort, and is administered very rarely. 

Teachers are elected annually, but a teacher who gives satisfaction 
may rest assured of re-election. Leave of absence to attend lectures or 
to carry on work in some higher institution, is frequently granted. This, 
as well as the scale of salaries, testify to the liberality of the school 
board. 

The present board of education consists of J. H. Strickling. pres.. Dr. 
James R. Statbers. and J. Fred Neil; all are public spirited men and 



West Viuoisia 229 

(Uivoih a largo amount, of tirno to furthering the interests of the school. 
Mr. J. D. Garrison is Superintendent of the schools, aussisted by Miss 
Anna N. Elliott, Principal of the High School, and Mrs. Harriet Lyon, 
SupervlBor of the Primary Department. Music and drawing are in 
charge of a special teacher, Miss Mary L. Peck of Oberlin, Ohio. 



Shepherdstown Graded School. 

liV r. A. liYEULY, PBINCIPAL. 

"Jefferson County was the first county in the State to establish the 
Free School System, and one of the first schools in the county was estab- 
lished at Shepherdstown. About 184G or 1847 the town was divided into 
two districts known as Shepherd and Potomac, and a school located in 
each. 

"In 1881 the patrons desired the establishment of a graded school." A 
building was secured for tnat purpose oy the united action of the Boards 
of Education authorizing "the Hon. George M. Beltzhoover to purchase the 
old stone structure which had served as a jail while the county seat was 
here." 

After remodeling and furnishing the jail the graded .school was 
opened in the autumn of 1881. The first principal was T. Wilmer Lati- 
mer, and his assistants were Ada M. Harp, Annie E. Fawcett and Ella 
M. Kelsey. The latter is still a teacher in the school, now having charge 
of the sixth grade. The enrollment the first session was 170; in 1905 
and 190C it was 248. The graded school curriculum is completed in eight 
sessions, and each grade has its own teachers. 

George W. Banks served as principal from 1884 to 1892. Walter R. 
Hill was then elected and was in charge one session. His sucf:essor was 
Charles T. Smootz who continued in service until 190.^, when the present 
incumbent assumed control. 

All matter quoted in this article is taken from the report of Mr. 
Smootz. 

Mrs. Ida H. Neill, now first assistant, has been an instructor in the 
school for fourteen sessions. 

Departmental work is done in reading, geography, history, English 
grammar and arithmetic. This begins with the fourth grade, and each 
specialist passes from room to room to hear recitation.s. 

Our library contains about 500 volumes of well-chosen books, papers 
and maf^azines for teachers and pupils. At stated times, a dozen pupils 
are allowed to use the library as a reading room, a teacher always being 
present on such occasions. 

The first Board of Education for the Graded School consisted of 
Joseph McMurran, President; C. M. Folk, Jacob Kephart, Commissioners; 
R. S. M. Hoffman, Secretary. The present one is E. H. Rinehart, Pres- 
ident; R. T. Banks, W. E. Herr, Commissioners, Harrison Schley, Secre- 
tary. 

Our commodious, convenient and comfortable building contains ten 
rooms, and is one of the best in the Eastern Panhandle. 



230 HiSTOBY OF Educatioh 

Shinnston Public School. 

BY E. A. ALLEN. 

Among the first schools of this town was one taught in 1840 by A. 
J. Swaine. The funds to conduct it were raised by subscription and the 
term was three months. The summer term was taught in an old ware- 
house, which was used for storing grain. In winter it was held in an 
old Union Church, then transferred back to the warehouse during the 
summer. From 1842 to 1850 several different teachers instructed the 
youth of Shinnston, practicing upon them their different modes of dis- 
cipline. In 1850 the first school building was erected and was called 
Sunny Hall. 

This hall still stands but there has been an addition made to the 
front. The funds were raised by a Mr. Smith who was the largest stock- 
holder and who was commonly known as "Extra Billy." He also super- 
vised its construction and taught the first session of school in it. The 
upper floor was used by the sons of Temperance who afterwards bought 
the building. It is now owned by Mrs. Augusta Wyatt. 

In 1855 Dr. Emery Strickler came to Shinnston and taught success- 
fully for seven years. He went among the patrons with an article of 
agreement after which he went before the County Commissioners with 
a list of those entitled to the Indigent Fund. Only the very poor took 
advantage of this fund as it subjected their children to taunts from their 
schoolmates. 

The next school building was the Town Hall. It was commenced 
by subscription, roofed and enclosed when the Civil War came. It was 
used by the Home Guards during the war and sold to the District School 
Board about the close of the war. Wiliam B. Wilkinson taught the first 
school in it in 1866. It was sold to L. J. Rowand in 1894. 

On the first Monday in December, 1895, school was opened by A. H. 
Clark in the beautiful new building on the hill, which is the pride of 
Shinnston. It is a modern two-story brick building containing six rooms 
and a High School annex containing two rooms and a chapel hall. All 
the rooms are light and airy. 

At the last election the proposition to establish a High School was 
submitted to the voters of Clay District and carried by a large majority. 
This High School is to occupy part of the Shinnston school building. The 
Board of Education is composed of Allison Robinson, C. H. Higinbotham 
and M. E. Pigott, whose intention is to make this a standard High 
School. 

Methods of government and teaching have kept pace with the im- 
provement in buildings until Shinnston possesses a good graded school. 
We hope to see Clay District possess one of the best District High Schools 
in the State. 



West Virginia 231 

St. Albans Public Schools. 

BY PBINCIPAL CHARLES E. HEDBICK. 

St. Albans, for many years, has been struggling for a good school 
system. This was hindered at first by the presence and popularity of 
private schools and tutors in families. Mr. John Porter, of Boston, 
taught a private school in the early 40's. Soon afterwards Rev. T. B. 
Nash, rector of St. Mark's Episcopal Church, opened at the rectory a 
school made up of the most prominent young men of the community. 

Dr. Thompson and Arthur Fox were the first public school teachers 
at St. Albans. For some time the free school was small owing to a 
preference, by many, for the good private schools. Mrs. M. M. Thompson 
and Mrs. S. L. Cato were the first teachers to arouse interest in the 
primary department. From this beginning the interest grew until the 
school was on a good basis. 

The town can now boast of a splendid brick building which cost over 
$10,000. It is heated by steam and has a good basement, which is used 
for an eating room and play room. 

High school work was begun in the fall of 1906. The course at 
present covers two years. 

Prospects are bright here for a prosperous town and a successful 
school. The Board of Trade and the Board of Education are both taking 
great interest in school work. They have promised the people a new 
building next year. 



Historical Sketch ot Spencer School. 

BY W. S. MORRIS, PBINCIPAL. 

In the session of the Legislature of 1873, H. T. Hughes, the Delegate 
from Roane County, introduced a bill and secured its passage, to create 
an Independent School District out of a certain irregular boundary of 
1000 acres lying in and adjacent to the Town of Spencer. 

The log building of one room which was used for school purposes 
prior to the year 1873 was now utilized for the same purposes by the In- 
dependent District till 1874. At this time, the Board of Education pur- 
chased one-half acre of land on the north side of Main street and erected 
a frame building of one room. In 1877 an addition of one room was 
constructed, and two teachers were employed. 

This building being destroyed by fire in 1887, the M. E. Church prop- 
erty was used for a school building, 1887-8. In the summer of 1888, a 
three-room school building was erected. This building was consumed by 
fire in 1896. 

In 1895 the Legislature authorized the Board of Education of this 
district to hold an election to provide for a bond issue of $10,000. The 
bond election was held and the result was favorable. 

From the proceeds of the bond issue and the sale of old school lot, 



232 History of Education 

the Board purchased a two-acre lot, situated upon a rolliug emiuence 
and covered with native forest. Upon this lot was erected a modern two- 
story brick building of six rooms. Four rooms were furnished for im- 
mediate use in ISiH). and the other two rooms in 1S9S. In 1902 an ad- 
dition of two rooms was built; one room was furnished for use the same 
year, the other ^\as fitted and furnished for the high school department 
in 1905. 

A High School course of two years was pi^epared by \V. S. Morris, 
and the same was adopted by the Board of Education August 20, 1906. 
The whole enrollment of the school for 190G-7 is 437; the enumeration is 
about GOO. 

The Board of Education is composed of men who have the interest 
of the children and community at heart. The members of the board are: 
Orville jNIcMillau, President; P. C. Adams and R. H. Beckley, Commis- 
sioners. 

The school is enjoying a high degree of success under supervision of 
Prin, W. S. Morris, B. A., aided by his seven assistants. 



Sutton Public Scliools. 

BY J. H. PATTERSON, PKINCirAL. 

In 1S66 T. J. Berry and his wife, a finely educated woman, came to 
Sutton and were the pioneers in educational work. They taught the pub- 
lic school and after the short term was ended, kept private school the 
remainder of the year so that school was almost continuous in Sutton. 
For a long time the sessions were held in the court house, a small frame 
building which also did duty as a church, a lyoeum and a meeting place 
for the people whenever it was necessary or convenient for them to meet. 
This building is now the residence of the jailer and will be until the new 
jail is completed when it will be removed or destroyed. 

About 1890 the building now in use was erected. It is a house set 
upon a hill; but in seeming contradiction to the Scriptures is almost 
hid. The new building to be occupied in September is near the old one. It 
has ten school rooms, a fine auditorium and ample space for laboratories 
in the basement. There will be water in every room, and also gas lights 
for dark days. 

The progress of the schools has been rapid in the last few years. 
Under the principalship of E. B. Carlin, Roy Waugh and C. A. Bond the 
schools were well graded, a high school established and a library begun. 
The library now contains nearly five hundred volumes well selected and 
much used. The high school has at present a three year course. In the 
three classes are enrolled nearly fifty pupils. The class of 1907 consists 
of three young men and six young women, several of whom are preparing 
for college. 

The Sutton schools are rich in prospects. The new building will be 
an inspiration to patrons, pupils and teachers. Higher salaries and longer 




Xkw Hiilding at Elm Geove 




Administeation Building, Refoem School, Peuntytown 



West Virginia. 233 

terms will attract the best teachers, so the best work can be done. The 
grades are full, too full for best results; but in another year there will 
be room for all. The High School is even now attracting good people 
from the country who move to town to give their children an education. 
It is hoped that another year may soon be added to the course so that it 
may rank in scope and efficiency with any in the State. 



Thomas Public S chools. 

BY PRINCIPAL T. NUTTER. 

The first school established in Thomas was in the fall of 1886. At 
this time and for four years afterwards, no school building was owned 
by the district, but rooms were rented wherever they could be most con- 
veniently secured. The teachers during this period, in order of their 
service, were Mr. Hampton Werner, Miss Lily McNemar, Miss May Hep- 
burn and Mr. C. O. Strieby. 

In the fall of 1890, under the direction of Dr. O. H. Hoffman, Presi- 
dent of the Board of Education, a two-room school building being 
a part of the present Central School Building, was erected and two teach- 
ers were then employed, Mr. A. M. Cunningham being principal. 

To meet the needs of a growing population, a wing, consisting of two 
rooms, was added in 1895, and a like addition was made in 1898. Five 
years later, the school becoming crowded again, a one-room building 
ws erected in North Thomas, and the old M. E. Church South in South 
Thomas, was converted into a school house; these two buildings being 
now used for the accommodation of primary pupils. 

Within the last two and a half years many improvements have 
been made, and the Central School building, as it now stands, consists of 
six large rooms and a handsome office, besides the halls and basement. It 
is steam heated, electric lighted, fitted with a system of electric bells, 
plumbed for water and surrounded by a good iron fence. Shade trees 
have been planted in all three grounds, and in a short time will add much 
to their attractiveness. 

In the fall of 1904, under the supervision of the Principal, Mr. T. 
Nutter, the grade work was divided into eight years and the High School 
course arranged to cover three years. 

It is to the credit of all concerned that after the first three years, 
Thomas has had eight months school, and that since 1893 free text books 
have been furnished. 

The school is well supplied with apparatus, and assisted with a small 
appropriation by the Board of Education, but largely through the efforts 
of teachers and pupils, a good library has been added. 

At present the schools, including the colored one-room school, which 
was established some years since, enroll 459 pupils and employ nine 
teachers. 



234 HiSTOEY OF Education 

PRINCIPALS OF THE THOMAS SCHOOLS. 

A. M. Cunningham, 1890. 
Eugene Myers, 1891. 
Elmer Bowers, 1892. 
S. H. McLane, 1893. 
Miss Lily Elliott, 1894. 
A. E. Michael, 1895-1898. 
F. F. Farnsworth, 1898. 
A. E. Michael, 1899-1904. 
T. Nutter, 1904— to date. 



Wellsburg Public Schools. 

BY SUPERINTENDENT R. A. RIGGS. 

The town of Wellsburg was established by Legislative enactment 
December 7, 1791, and named Charlestown after Charles Prather. Brooke 
county was formed from Ohio county November 30, 1796, and Charlestown 
was the seat of justice. December 27, 1816, the name was changed to 
Wellsburg in honor of Alexander Wells who married the only daughter 
of Chas. Prather, and to avoid confusion with Charles Town in Jefferson 
county. 

Brooke Academy was incorporated January 10, 1799, Jefferson Semi- 
nery 1835 and Wellsburg Female Academy, 1851. School was kept 
in the council chamber over the Old Market House as early as 1844. Some 
of the pioneer pedagogues who taught in these schools did a grand 
work but they are known to-day only by tradition. Adaline Doddridge, 
daughter of Congressman Doddridge; Margaret Moore, James Crawford, 
Samuel Nesbit, an able minister of the M. E. Church; Samuel Thompkins, 
a clergyman of the Church of England; Peter Grant, Joseph Naylor, Wil- 
liam Patton and John M. Bell are the names of teachers who moulded pub- 
lic opinion and laid the foundation for the Free School System that was 
adopted in 1864 by the Legislature of the New State of West Vir- 
ginia. 

The sessions of the Free School were held in the Seminary until 
January, 1869. At this time a three story brick building was completed 
and the school moved into it. This building is still in use and shows 
that our fathers built wisely and well. The first Board of Education con- 
sisted of G. W. Caldwell, President; Joseph Applegate and Joseph B. 
Harding, Commissioners, and Henry E. Shearer, Secretary. Col. M. Wells 
was elected principal and he had four assistants. 

The Wellsburg Independent District was established in 1867. The 
law creating it was amended in 1881 and again in 1895. At the present 
time the Board of Education consists of John L. Douglas, President; 
Geo. L. Caldwell and E. A. Sheets, Secretary. We have four buildings 
and nineteen teachers. There are 1,400 pupils enumerated and 900 en- 
rolled. At present the rooms are crowded and new pupils are coming in 
daily. 



West Virginia 235 

255 pupils have graduated from the school since its beginning. The 
first class consisted of two members; in the class of 1906 there were 
twenty-one. The present enrollment of the High School is 80, fourteen 
of whom are of the senior grade. 

The course of study is laid out on the twelve-year basis. The aim is to 
build character and give an incentive to get the best out of life. We 
want our boys and girls to be practical whether they go to college, the 
shop or the home. The object of the Public School is to reach the masses 
to get to the homes, to make better citizens and thereby a more stable gov- 
ernment. With a progressive, intelligent Board of Education and a corps 
of experienced and educated teachers, our Public Schools, the hope and 
pride of our city, will take no backward step but march steadily on to- 
ward the ideal. 



Weston Public Schools. 

The records of the Weston schools having been lost or destroyed, the 
only source from which to obtain information concerning the schools, 
down to about the year 1888, is the memory of those who resided in Wes- 
ton during the early periods of the town's history, and even they can 
not recall the various changes in government and the succession of prin- 
cipals and members of the Boards of Education. 

Many pay schools were taught in Weston before the Free School 
System was established in 1803. Prof. John Kierans, James O'Hara, 
Professor Seaman, Adelaide Bailey, George Duvall, Father Burke and 
Prof. John Murray, each taught one or more terms in the basement of 
the old Catholic church on the hill, perhaps on the lot where Hon. Robert 
L. Bland's palatial residence now stands overlooking the entire central 
portion of the town of Weston. 

About the year 1870, before the brick school houses were built in 
Weston, Prof. D. B. Whitman, assisted by E. J. Wilson and Misses Barnes, 
Hall, and Hamilton, taught for a short time in what is known as the Ross 
property on lower Main street, then owned by the Board of Education; 
Mr. Samuel Steele also taught a few terms of school in that building. 
His assistant teachers were Miss Mary Hamilton, afterward the wife of 
Hon. R. G. Linn, Miss Mary Spaulding, and Miss Ella Hall. 

Next in order of succession was George W. Crook who taught in the 
McBride building near the corner of Second and Center streets, and also 
In the King House opposite the Protestant Episcopal Church. Misses 
Hall and Hamilton were his assistant teachers. This school taught in the 
summer of 1868, was the first free school ever taught in Weston. Captain 
Crook was identified with the school work of Lewis County for many 
years as teacher and County Superintendent, and he represented the 
county of Lewis one term in the West Virginia Legislature. 

Prof. George Crookes taught several terms of school in Weston, per- 
haps in the McBride building, the King house, and in the old Plant 
house in Germany, in the eastern portion of the town. About the year 
1867 Robert C. Arbuckle taught in the Methodist Protestant Church, the 



236 HisTouY OF Education 

properly now owned by Judge Linn Brannon. For a short lime during 
the war this building was used as a soldiers' hospital. 

In 1S54-5 John Kierans undertook to erect a brick school house at 
the corner of Court and Third streets. He succeeded so far as to com- 
plete one or two rooms in which William Kenney taught a few terms 
of school. William Kenny was afterward a Chaplain in the Confederate 
army, and about the year 1870-7 he was a member of the state examining 
board and served as such with State Superintendent Benjamin W. Byrne. 
During an interval of delay caused, perhaps, by lack of funds, that por- 
tion of the building already completed by Mr. Kierans, was rented to a 
man by the name of Stazel as a dwelling house . Unfortunately, however, 
while he occupied it with his family the walls collapsed, the building 
fell to the ground, and Mrs. Stazel and one child were badly hurt. 

The Board of Education acquired title to lots 15 and IG, on which the 
two brick school houses are located, by deed from J. M. Bennett, dated 
August 15, 1871, and in 1873 an eight-room brick house was erected by 
P. M. Hale; this structure is yet the best school house in the district. 

Dr. Loyal Young, a Presbyterian minister, taught the first school 
in the Hale building, and Edwin S. Bland succeeded him as principal. 
Professor Crippin and H. H. Clark also taught in that building. Mrs. 
Amy Higsby was one of Professor Clark's most efficient teachers. 

In 1S7G Louis Bennett was elected principal for the next school year. 
His term as principal was one of the best In the history of the school; 
but having higher aspirations than teaching, he resigned and entered 
upon other work; he was succeeded by his first assistant, James Peterson, 
who was also an excellent teacher and a good disciplinarian. 

In 1881-2 Prof. J. E. Connelly became principal of the schools. One 
of his most successful assistant teachers was Mrs. Mary Bland, the moth- 
er of Hon. Robert L. Bland, member of the West Virginia Legislature in 
190G-7, and of Linn Bland, assitant cashier of the Citizens Bank of Wes- 
ton in 1907. Mrs. Bland taught fifteen consecutive terms, and no teacher 
was more highly respected or better loved. 

Other prominent educators who succeeded to the principalship were 
H. G. Lawson, Meigs Bland, T. W. Hale, Dr. George Edmiston, J. W. Bon- 
ner and J. E. Galford. Mr. Bonner's assistants in 1900 were, J. E. Con- 
nelly, Mrs. Mary Bland, Mrs. E. B. Arbuckle, and Misses Mary Tierney, 
Opal Oliver and Lucy Lockhart. Mr. Galford was a graduate of the West 
Virginia University and was thus admirably equipped for the work. He 
was also a graduate of the law department of that institution, and after 
serving only one year as principal, he engaged in the active work of the 
legal profession with as bright prospects, perhaps, as any young lawyer 
who ever practiced at the Weston Bar; but Father Time called him from 
earth to his greater reward in the life beyond. 

Prof. F. L. Burdette succeeded Mr. Galford as principal and later was 
made superintendent. During his administration many important changes 
were made in the course of instruction. Another building known as the 
"Annex" was erected in 18S5-G, and additional teachers were employed. 
Thomas I. Cummings, who has since become one of the successful law- 
yers at the Weston Bar, was appointed first assistant. Perry G. Alfrea, 



West Virginia 237 

who in those days was one of Lewis county's most successful teachers, 
also taught for a time as first assistant in the Weston schools. At that 
time the superintendent received $100.00 per month, and the first assist- 
ant received from $50.00 to $60.00, while the primary teachers received 
$30.00. Mrs. Alice Young who taught so successfully for twelve or more 
years in the "baby room," received a few dollars more during part of 
the time. Mrs. Young served so long and so faithfully in the first pri- 
mary room that, when in 1904 the death angel summoned her^ there was 
sadness and sorrow in every home in the district. 

In the year 1895, while N. B. Newlon was president of the Board of 
Education, and Prof. F. L. Burdette, Superintendent, a special act for 
the government of the schools of the district was passed by the West 
Virginia Legislature. Hon. Andrew Edmiston was then Lewis county's 
representative in the House of Delegates, and to him, perhaps, more than 
to any other person belongs the honor of having this important measure 
enacted, since which time the town schools have been divorced from those 
of the county. This special act among other things provides the following: 
"Annually on the first Monday in July, or as soon thereafter as circum- 
stances will allow, the Board of Education shall appoint a superintend- 
ent of schools for Weston district and fix his salary; said superintendent, 
in addition to the duties specified in this act, shall perform such other 
appropriate duties with relation to the schools of the district as the Board 
may prescribe. 

"The superintendent of schools for Weston District shall act as ex- 
aminer for the district and it shall be his duty to examine all applicants 
for positions as teachers in the district; but no applicant shall be en- 
titled to examination who shall not furnish satisfactory evidence of good 
moral character. The superintendent shall deliver to the Board of Ed- 
ucation the manuscripts of each applicant with the grading thereon, and 
the board, after a thorough examination of said grading, shall instruct 
the secretary to issue certificates of qualification to said applicants num- 
bering from one to three, according to the merits of the applicants, the 
different grades of certificates corresponding to the standard as required 
by the general school law. No certificate shall be granted for a longer 
term than one year, but a number one certificate may be renewed by the 
board on the recommendation of the superintendent. Examinations shall 
be held not later than the last Monday in July, at such time and place 
as the superintendent may appoint. The subjects for examination shall 
be prescribed by the superintendent with the consent of the Board. 
All applicants for examination shall pay a fee of one dollar. The super- 
intendent may receive such compensation for holding examinations as 
the board may allow out of fees received for examining Ijeachers; the re- 
mainder of such fees, if any, shall be paid into the building fund of the 
district. 

"The Board of Education shall appoint all teachers for the public 
schools of any grade within the district and fix their salaries at a meet- 
ing held not later than the first Monday in August of any year; but no 
person shall be employed to teach in any public school of the district 
who shall not first have obtained a certificate of qualification to teach 



238 History of Education 

a school of the grade for which the appointment is made, or who does not 
hold a State certificate. Teachers shall be subject in all respects to the 
rules and regulations of the Board of Education. All appointments of 
superintendent and teachers shall be in writing, and they may be removed 
by the Board of Education for incompetency, profanity, cruelty or im- 
morality. 

"The taxes to be raised as aforesaid for both teachers' and building 
fund in said school district shall not exceed the rate of sixty-five cents 
on every hundred dollars valuation according to the last assessment for 
State and county taxation." 

In 1897, Buchanan White, formerly county superintendent of schools 
of Lewis county, and also a graduate of the Law Department of the West 
Virginia University, was appointed superintendent. He seemed to have 
inherited teaching tendencies, his father having taught more than thirty 
years in the schools of the county. Superintendent White discovered 
that the school work was not properly distributed, especially that of the 
higher grades. One teacher was often required to teach eighth and ninth 
grade branches, and sometimes one or two subjects from the seventh and 
tenth grades. In 1897 another teacher was employed for eighth grade 
work and his salary placed at $45.00. 

Superintendent White received $80.00 per month, a reduction of $20.00 
from what the former superintendent received, and this salary remained 
the same for several years when it was raised to $90.00, and then to $100.00. 
Still later the board raised the salary to $110.00, then to $125.00, and in 

1906 to $150.00. Two teachers are employed for ninth grade work at 
$75.00 per month; two in the eighth grade at $65.00 per month. The 
seventh grade teacher receives $55.00 per month and all the other teachers, 
except L. O. Wilson of the colored school, who receives $65.00, are paid 
$50.00 per month. 

In 1906 another year was added to the course, making eleven years 
Instead of ten, and an additional principal employed at a salary of $85.00 
per month. In 1897 there were twelve teachers in the district^ whereas, in 

1907 twenty-three teachers are employed, and two more are badly needed. 
The enumeration has almost doubled in the district within the last 

eight years. In 1900 there were 633 children of school age in the district; 
in 1901, 683; in 1902, 709; in 1903, 778; in 1904, 854; in 1905, 1002; in 
1906, 1071. 

In 1904 an effort was made by the board of education to have legisla- 
tion enacted providing for a bond issue of $50,000.00 to enable the district 
to provide more suitable houses. Hon. Geo. C. Cole, then a member of 
the Senate of West Virginia, afterward Consul General at Buenos Ayres, 
and later transferred to Dawson City, Canada, succeeded in having such 
an act passed in the Senate, but by inadvertence, the matter was delayed 
in the House of Delegates until it was too late to have it presented at that 
session. 

In the spring of 1906 the board of education called an election as re- 
quired by law, to determine the will of the voters of the district in regard 
to a bond proposition, and fixed the amount at $75,000.00. This proposi- 
tion was defeated by a few votes. Again in November of the same year, 



West Virginia 239 

at the general election, the proposition was presented to the voters of the 
district, but it was defeated by a greater majority than before. The result 
is, the district is without adequate school buildings and without pros- 
pects for anything better in the near future. 

The schools of the district are divided into Primary, Grammar and 
High School Departments, and into eleven grades. They are in session 
eight months in the year, usually beginning on the first Monday in Sep- 
tember. 

The public school library was started in 1892; it has been supported 
by a small allowance out of the building fund of the district, and by 
the generosity of a few friends of the school who have donated books. 
Most of the money expended in the purchase of library books was ob- 
tained from proceeds of entertainments given by the pupils of the 
school at the close of its yearly sessions. In 1897 there were about three 
hundred and fifty books in the library, whereas, at the close of the school 
year in 1905 there were more than eighteen hundred volumes. 

The Board of Education purchased sectional book cases for the 
library in 1904, and these add very materially to its appearance and 
convenience. Receipts from entertainments for the benefit of the library 
since 1897 are as follows: In 1898, $105.80; in 1899, $113.40; in 1900, 
$136.99; in 1901, $166.10; in 1902, $164.50; in 1903, $180.72; in 1905, 
$266.30. 

There are two brick school houses in the district, one of four rooms 
and the other of eight. The four-room building originally had three rooms, 
two on first floor and one on second; but in order to provide for an 
emergency a folding partition was so placed in the large room as to di- 
vide the space into two rooms. 

The Board of Education owns a lot 721/2 feet wide by 150 feet in length 
on which are located two frame buildings, one of two rooms and the other 
of four. One of these buildings was originally a dwelling house, and the 
other was built by the board for temporary use only. All of these rooms 
are too small and inconvenient for school rooms. The board rents four 
rooms in the district, none of which are commodious or convenient for 
school purposes. 



Wheeling Public Schools. 

BY H. B. WORK, SUPERINTENDENT. 

The Free School System of Wheeling was first organized in 1848, 
the first public school having been opened in October of that year. This 
organization probably took place under an act of the Virginia legislature 
of March 5, 1846. Regarding this action but little information is available. 

The first city school organized under this provision was that located 
in the third ward, which opened on the first Monday of October 1848. 
The school was conducted under the supervision of Mr. A. J. Haile, as 
principal, assisted by his wife. The whole number of children enrolled 
during the quarter ending Dec. 22, 1848, was 226; remaining at the close 
of the quarter, 214. 



240 History of Education ' 

The average daily atendance of the boys was IIS; of the girls 68, a 
total of 18G. 

Schools were opened in the First, Fourth, and Fifth Wards in 1849. 
The school in the Second Ward did not open until sometime later than 
the others. A minute of the board shows that work was begun upon 
it in the spring of 1849. In the meantime a new law had been passed 
and a very great change made in the organization of the system. 

"Thus the first public school system introduced into the southern 
states was that of Ohio County, Virginia; and the first public school 
established in the South was the Third Ward Public School in the city 
of Wheeling. Shades of Berkeley! What an innovation!" (History of 
Ohio County — Judge G. L. Cramer.) 

The history of the public schools of Wheeling as a separate and inde- 
pendent district begins in 1849, when an act was passed by the General 
Assembly of Virginia separating the city from the county and placing it 
under the control of a separate and independent board. This act passed 
the Legislature February 23, 1849. At once preparation was made to 
carry out the provisions of the act. The first record shows that a meet- 
ing for the purpose of establishing the schools of the district was held 
March 27, 1849. The minutes of this meeting began as folows: 

"Pursuant to an act of the General Assembly of the State of Virginia 
entitled 'An Act Concerning District Public Schools in the County of 
Ohio,' passed Feb. 23, 1849, the clerk of the city of Wheeling whose 
duty it became, under the law aforesaid, issued a writ for an election to 
be held on the fourth Monday of March 1849, for one school commis- 
sioner and two school trustees for each ward in said city, and the officer 
whose duty it was to conduct said election, having made due return 
thereof as required by said act, it appears from said returns that the 
following named persons have been duly elected school commissioners of 
said city, viz: For the first ward, Thomas Johnson, Sr. ; for the second 
Ward, William S. Wickham; for the third ward, Morgan Nelson; for the 
fourth ward, Richard W. Harding; for the fifth ward, Henry Echols; to 
continue in office until the fourth Monday in January, 1850." 

Morgan Nelson was chosen at first President of the Board of Commis- 
sioners, and George W. Sights, clerk. Among all those named as com- 
missioners and trustees at' the organization, there is not one now living. 

The schools went into operation under many difficulties, but the 
opposition was slowly overcome, and the public school system thus be- 
came established in this city before the formation of the present State 
of West Virginia. Wlien the system went into operation the city con- 
tained nearly 10,000 inhabitants, and for a number of years the aggre- 
gate attendance in the schools was about 1,000. Five school buildings 
were provided, one in each ward, each having two main school rooms, 
one for the boys and one for the girls. 

The records show that the commissioners during the first years 
had very much tc contend with. New houses were to be built, and the 
schools were to be equipped. Money had to be borrowed, rules provided, 
courses of study mapped out, text-books to be agreed upon, and in fact 
every thing taken from the hands of individuals and done by officials. 



West Virginia 241 

It is worthy of notice and remark that very wise provisions were made. 
The rules then adopted for the government of the board and the schools 
have come to us with some modifications and additions. 

One of the first subjects considered by the board of 1849 was the 
establishing of a High School. The following is found as part of the 
minutes of the first meeting. "On motion, Messrs. Johnston, and Wick- 
ham were appointed a committee to select a proper site for the erection 
and establishment of a central High School, and make report to this 
board." Subsequent records show that a site was procured, but no 
building was erected. After some years this site was sold and the mat- 
ter of a Central High School dropped for the time being. 

At the time the free schools were first organized the total available 
fund for school purposes was $5,921.52. In order to continue schools in 
session from the "first Monday in October to the second Friday in July," 
all parents were required to pay for each pupil one dollar per term, or 
three dollars each year, to supplement the Literary Fund, and levy. 

The schools were continued under the provisions of this act of 
1849 for about sixteen years. The struggle of the Civil War brought 
about the rending of Virginia, and West Virginia became a State of the 
Union in 18C3, and by its constitution a free school system was pro- 
vided for the whole State. Such had not been the case in Virginia, no 
general law providing public schools for the whole state had ever been 
passed, but special laws for particular counties had been passed. 

The Legislature of West Virginia passed an act on the 2nd day of 
March, 18C5 constituting the city of Wheeling an independent school dis- 
trict, to be known as the School District of Wheeling. Thus since the 
Act of Virginia in 1849 the schools of the city have been carried on in- 
•dependently of those of the county or state. The act provides for a"" 
Board of Education to be made up of three members from each sub- 
district. The members of this board are elected for six years one- 
third being elected every two years. Under the old regime there was no 
city superintendent, the work of each school was directed by its own 
principal. There was a lack of unity and in many respects the system 
was faulty and imperfect. 

When the schools were organized under the new 'law in 1865, there 
were six school districts as follows: Washington, Madison, Clay, Union, 
Oentre, and Webster. Ritchie, which is now the largest district in the 
city, was added in 1872. 

F. S. Williams, formerly a principal of one of the schools, was ap- 
pointed Superintendent for the district of Wheeling. August 2, 1865. This 
pos.ition he filled with marked ability until October, 1875 when he re- 
signed his office. He died in Minneapolis, Minn., some seven or eight 
years ago. In November, 1875, John C Hervey was chosen Superin- 
tendent of city schools. He was a member of the graduating class of 
Washington College of 1847, of which James G. Blaine was a member. 
He filled the position in a most satisfactory manner until his death, which 
occurred in May, 1881. John M. Birch, formerly principal of Linsly In- 
stitute in the city, was chosen Superintendent June 16, 1881, by a unani- 
mous vote of the Board of Education. As Superintendent he was active 



242 History of Education 

and energetic, and under his administration the schools progressed 
rapidly. Superintendent Birch resigned in July, 1885, having accepted 
the position of Consul to Nagasaki, Japan. On July 17, 1885, W. H. An- 
derson, formerly principal of Union School, was elected Superintendent. 
His administration was marked by a steady growth in the breadth and 
efficiency of the school work. Mr. Anderson was active in all state and 
national organizations, and was well known to the leading educators 
of the nation. After eighteen years of successful service in this posi- 
tion, and twenty-four years of service in the city schools he resigned 
and was succeeded July 16, 1903, by David E. Cloyd, formerly School Visit- 
or for the General Education Board of New York. Mr. Cloyd's period 
of service was terminated Oct. 1, 1904, and H. B. Work, the present 
Superintendent was chosen as his successor. Mr. Work has been identi- 
fied with the city schools for the past nine years having been elected 
principal of the High School on its establishment in 1897. 

There has been a constant and steady growth in the development of 
the school system in all the years of its history. It has kept pace 
in buildings and equipment with the steady increase of population; and 
in methods of teaching breadth of course of study, and facilities for 
instruction it l}as kept abreast of all solid educational advancement in 
cities of its class throughout the nation. 

The German language was made a branch of instruction in the ele- 
mentary schools more than thirty years ago. Music, under the direc- 
tion of a supervisor has been a part of the work of the schools since 1889. 
Drawing was added in 1896. High School subjects were taught in the 
higher grades (called Grammar Schools) in every ward, and large class- 
es were graduated every year. In 1897 provision was made for the estab- 
lishment of a High School to replace the Grammar Schools. This school 
opened October 5, 1897, the enrollment for the year was 279. A principal 
and seven teachers did the work for that year. The course of study has 
since been expanded until a principal and ten teachers are required to 
maintain the different departments of instruction. 

There are at present thirteen buildings in use for school purposes. 
The teaching force consists of the Superintendent, nine principals, two 
supervisors, one hundred and forty-eight regular teachers in the ele- 
mentary and high schools and five special teachers of German in the 
elementary scbools. 

The course of study in the elementary grades covers a period of 
eight years and includes thorough drill and instruction in all the so- 
called common school branches. 

There are four parallel courses of study open to High School pupils 
each of them covering a period of four years. These are designated re- 
spectively as, English, Classical, Literary and Commercial. A part of the 
work of each course is prescribed, the remainder is elective. 

Pupils pass directly from the elementary schools to the High School 
when they have successfully completed the work prescribed for those 
grades. There are no special examinations for pupils of the city schools 
for entrance to the high schools. Pupils from other high schools of 
recognized standing are received upon their records as furnished by the 



West Virginia 243 

schools which thej' have attended. Other pupils desiring to enter do so 
after examination. 

The High school contains three splendidly equipped laboratories: — 
one for chemical experimentation, one for Physics, and the third for 
Botany. A fair reference library has been accumulated. Only those books 
which are in greatest demand have as yet been secured because of the 
large section of reference books in the public library which is available 
for school pupils. 

The Lincoln school for colored children also maintains a high school 
department having the same courses of study as the central high school. 
The enrollment in this school is not large, so that there has never been 
a demand for all subjects of study included in the courses. 

Since its establishment in 1897 the enrollment at the High School 
has varied from 238 to 298 per year. The total number of graduates has 
been 267, of whom 67 were boys and 200 girls. There have been 24 
graduates of the Lincoln School of whom 6 were boys and 18 girls. 

In concluding this sketch of the Wheeling schools it should be said 
that the schools to-day are well equipped; the teachers are earnest and 
enthusiastic, the Board of Education desirous of doing whatever will 
permanently advance the educational interests of the community. With 
the substantial foundation laid in the past and with the present encour- 
aging conditions, the educational work of this community should continue 
to maintain its present high state of efficiency and keep its present 
position abreast of the best educational thought and practice of our 
country. 



History of the Public Scliools of Williamson. 

BY 5IISS MAY WILES. MRS. EFFIE WARD AND C. r' MUER.\Y. 

Mingo County was created in 1895 by an act of the Legislature which 
cut in half the old County of Logan. Williamson, which two years before 
had been an old pasture field was made the county seat. 

The region has been largely peopled by the descendants of th6 early 
settlers who established their Lares and Penates on the banks of the 
placid Tug River because the hunting and fishing thereabouts were 
good, and work was not absolutely necessary to a comfortable existence. 
Education was considered somewhat of a luxury in the early days, — a 
veneer which the stalwart Nimrods and Isaac Waltons despised. Money 
was scarce, teachers hard to be procured, and school houses hardly at 
all. 

Prior to the establishment of the town, however, there stood a 
little log cabin, used for a school house, near the location of the present 
Norfolk and Western passenger depot. When a master could be had 
school w^as usually "kept" here about four months out of the year. Away 
back in the earlier days it had been kept by many a master of "ye olden 
time," of about the type that then prevailed, who, with birchen rod in 



244 History of Education 

hand, diligently taught "readin,' wiitin', and 'rithmetic," without neg- 
lecting McGuffey's old blue backed speller. Not a few of the older citi- 
zens of the town obtained their education mostly at this unpretentious 
tempLa of learning. 

With the growth of the town various other buildings, usually rented, 
and vei'y ill-suited to the purpose, were used for school rooms, and final- 
ly in 1 !»()(» a lait?p and commodious frame structure was built on an emi- 
nence at the rear of the town. This building still stands on the same 
lot and at the rear of the large brick building now in course of construc- 
tion. It will pi'obaldy soon be dismantled. 

Peihaps Ihfl greatest detriment to the ducational advancement of'the 
town was the fact that for many years the Board of Education which 
'Controlled the public schools was mostly composed of members who were 
"non-residents of the town, and who did not realize, perhaps did not care 
about the real educational needs of the town. These were frequently res- 
idents of )-emote rural districts, and the greater part of their time and at- 
tention was apparently given to other interests than those of the town 
school. There were many teachers of earnestness and ability who 
taught during this time, prominently among whom might be mentioned 
Mrs. C. E. Stevenson (nee Miss Edna Harris), Professor Payne who came 
here from New York, Mrs. Chafin, and the much respected Squire J. F. 
Keyser. But the school was lacking in all the advantages that pertain to a 
well ordered organization and the best of teachers could not secure the 
results which their effoi-ts merited. 

By the year J90.5 the citizens of the town had come to the conclusion 
that their interests demanded a separate organization from the rest of 
the towns of the District so they went to the Legislature and secured 
the formation of an independent district. At the election of a Board of 
Education the following gentlemen were elected: 

Mr. Anthony Thompson; Dr. S. J. Tabor; Mr. G. R. C. Wiles; Mr. C. 
E. Stevenson; Mr. E. F. Randolph. With the exception of Mr. B. R. 
Bias, appointed to the vacaricy caused by the resignation of Mr. Thomp- 
ison, the membership of the board remains yet the same. Mr. W. L. 
French was chosen as Secretary. This membership constitutes a board 
of unusually high ability and whatever advances the schools have yet 
made are largely due to their administrative skill. 

Below is given a list of teachers who have taught within the limits 
of the town back to its incorporation in 1893. The short terms of ser- 
vice and continual changing which do so much to hurt the efficiency of 
our rural schools are well shown in this list, for it was rarely that a 
teacher was allowed two terms of consecutive service. The list is as 
furnished by Mrs. C. E. Stevenson, with the exception of one year. It 
will be seen that the principal immediately preceding the formation 
of the independent district was Professor Payne. He came here from 
the North, where he had served in important positions in the schools of 
New York and Pennsylvania, and probably did as good service in this 
position as the condition of the school under the magisterial district 
board would allow. 

1893 - 4 Miss Edna Harris. 



West Virginia 245 

. 1894 - Mr. Clingingpeel and Mr. Slater. 
1895 - 6 Squire J. F. Keyser and Miss Cordie Tiller. 

189G - 7 Mrs. Harry Lawson and Mrs. Simpkins. 

1897-8 Mr. Clingingpeel and Mrs. Hutchinson. 

1898-9 Mr. Simpkins and Miss Clark. 
1899 - 1900 Mrs. Stephenson and Mr. Floyd Alley. 

1900-01 Mr. P. Clay and Mr. Stone. 

1901-02 Mr. P. Clay, Mr. Stone, Mrs. Stone. 

1902-03 Mr. Clay, Mrs. Stephenson, Mrs. Chafin. 

1903 - 04 Prof. Payne, Miss Wiles, Mrs. Chafin. 

1904 - 05 Prof. Payne, Mrs. Stephenson, Mr. Slater. 

After the formation of the Independent District Mr. C. R. Murray, 
then principal of the Piedmont Schools, was elected to the newly created 
office of Superintendent of Schools. The following corps of teachers was 
elected: Miss Elza Williams, Miss Mary Wiles, Miss Katharine Kearney, 
Mrs. Effie Ward: Miss Rosa Smith was teacher of the colored school. 
For the year of 190G-7 the same teaching force for the white schools was 
elected, with the addition of Miss Ida Harris, and Miss Persis Sherman - 
Miss Mary Clifford was elected to the colored school, but had to resign on 
account of sickness, and the place was filled with Mr. L. D. Lawson. 

The present outlook of the Williamson Public Schools is good. A 
fine large brick building is nearing completion, which will ultimately 
be a twelve room building. The schools have instruction in music and 
the Bible throughout all the grades, which constitute a somewhat un- 
usual addition to the course for a small school. The school is organized 
with reference to the use of the so-called "Batavia" system of individual 
instruction. Many improvements are contemplated as soon as it is pos- 
sible to adopt them; and it is the determination of the Board of Educa- 
tion to make the school system one of the best in the State. 

The schools have not neglected to perform their part in the great 
school library movement that is in progress all over the State. As the 
result of a years work in this direction a well equipped school library 
of about 500 volumes has been secured, and forms an important part of 
the working equipment of the school. 

The population of the town is now about 3500 and when the public 
schools enter their fine new home next year, the town will be quite 
well provided for in an educational way, for in addition to the Public 
Schools the General Assembly of the Presbyterian Church maintains a 
Presbyterial Academy, which employs several teachers under the super- 
vision of Professor Morrison, who is a thoroughly competent school man. 



DENOMINATIONAL AND PRIVATE INSTITUTIONS. 



Bethany College. 

BY PRESIDENT T. E. CBAMBLET. 

The charter of Bethany College was procured from the Legislature of 
Virginia in 1840 by John C. Campbell, of Wheeling. The establishment 
of an institution for the pi'omotion of higher Christian education was for 
many years the cherished purpose and desire of Alexander Campbell, the 
Illustrious founder. When fifty years old, he published in the Millennial 
Harbinger, the plan and purpose of the institution which a little later, he 
Inaugurated at Bethany. The first session of the college was opened in 
the fall of 1841. Mr. Campbell insisted that as the Bible is the basis 
of the highest and truest culture, it should form an integral part in. the 
college education. For a long time, Bethany was tne only American 
college using the Bible as a text book. Until recent years a great ma- 
jority of the colleges and, what is even more surprising, many theolog- 
ical seminaries had no place in their course for a systematic study of 
the Bible. 

The first faculty of Bethany College was as follows: Alexander Camp- 
bell, President and Professor of Mental Philosophy, Moral Science, Polit- 
ical Economy and Sacred History; Prof. A. F. Ross, Professor of Ancient 
Languages; Chas. Stewart, Professor of Mathematics; W. K. Pendleton, 
Professor of Natural Philosophy, Astronomy and Natural History; Robt. 
Richardson, Professor of Chemistry; W. W. Eaton, Professor of English 
Literature. 

The first classes each day met at half past six in the morning. That 
was the hour of the President's lecture on sacred history, for Bible read- 
ing and worship. 

There were no graduates until July, 1844. During the sixty-three 
years of Bethany's honorable and useful history, almost ten thousand 
young people have entered her halls as students. Thousands of these 
have graduated in the several departments. In the roll of Bethany's stu- 
dents and Alumni, the ministers of the gospel far outnumber those of 
any other calling. Never a class has graduated without having in its 
number, a goodly portion of ministerial students. However, Bethany 
takes quite as much pride in the rank as in the number of the minis- 
terial alumni. Manj' are men of pre-eminent ability and scholarship. 
No less than twenty of these are serA'ing, or have served as presidents of 
American colleges and universities. Eternity alone can measui'e the 
honorable and faithful part Bethany trained men and women have filled 
and shall yet fill in. the world's work. 



West ViRf;iMA 247 

It must not be understood that Bethany is a college solely for min- 
isterial training. The Ministerial Course is only a department of the 
college. The courses offered are: the Classical, Scientific, Ministerial, 
Philosophical, Civil Engineering, Normal, Music, Art, OratorJ^ Book- 
keeping; Shorthand and Typewriting. 

While a distinctly religious atmosphere is maintained, and while 
most of the students and professors are connected with the religious 
body known as the Disciples of Christ, yet it is maintained that the col- 
lege is not sectarian. No religious test is required of professors, stu- 
dents or trustees. Almost every religious body is represented in the 
student body and all are accorded the right to choose in these matters 
for themselves. 

Dr. F. D. Power, in his life of Dr. W. K. Pendleton, thus truthfully 
speaks of Bethany's service to the religious world: "It was not the 
gigantic figure of Campbell alone, however, that made Bethany, nor his 
modest press that shook the world of religious thought. The college 
founded by him, and the multiplication of that single voice by a thousand 
voices, pleading for the return of God's people to tlie ancient and Apos- 
tolic order of things, have moved society as no single person, however 
great, could move it. Evangelists, missionaries and teachers have gone 
out from this fountain head, establishing churches and . missions and 
schools and colleges and printing presses and these in turn have be- 
come centers of light, and, leading and moulding the thought and moving 
■the lives of hundreds of thousands. Eliminate Bethany from the his- 
tory and work of the movement of Mr. Campbell and what would it be? 
How the streams would narrow and dry up! This great and good man, 
to whom more than to any other in the w^onderful nineteenth century' 
where God placed him and to whom the whole world of Christendom 
owes a debt, was far sighted when he laid the foundation of an institu- 
tion of learning among the hills of Virginia. He knew how mightily it 
would increase the force of his plea. He was not mistaken." 

Alexander Campbell, the first President of the college, presided 
over its destinies- until his death in 1866. He was succeeded by his son- 
in-law, Dr. W. K. Pendleton, who had been a professor in the institu- 
tion since Its founding in 1841. W. H. Woolery was the third president. 
His administration, which gave promise of greater things, was abruptly 
terminated by his sudden and untimely death in 1889. A. McLean was 
chosen to succeed Mr. Woolery, and after two years, he resigned, and 
Hugh McDiarmid became the fifth president. B. C. Hagerman filled the 
office for four years and J. M. Kersey for two years. The present occu- 
pant of the office is Thomas E. Cramblet, A. M., LL. D., who was elected 
to the ofl5ce in August, 1901. 

The condition and prospects of the college, at this writing are re- 
garded by the friends generally as the most hopeful for many years. The 
attendance has been more than doubled during the past two years. Last 
session, 1905-06, the total enrollment, not counting the matriculation in 
the summer school, w^as 264. For the present session, 1906-07 the at- 
tendance is considerably larger than the last, and will reach almost, if 
not quite 300. 



248 History of Education 

The college now has $200,000.00 of productive endowment besides 
some $25,000.00 more, which will become productive later on. The funds 
of the institution are invested permanently and safely through the 
agency of the Mercantile Trust Co. and the Fidelity Title & Trust Co. 
of Pittsburg, Pa. An effort is being made to add another $100,000.00 
to the endowment fund. 

The college buildings have been thoroughly repaired and are in bet- 
ter condition than for many years. The Phillips Hall, the dormitory 
for young ladies under the competent care and supervision of the Dean 
of Women, is an ideal home for young ladies. 

The transformation of Commencement Hall into a modern, thoroughly 
equipped dormitory for young men has been completed and is a most 
gratifying success. Both dormitories are supplied with steam-heat, elec- 
tric lights, baths, sewerage, and all the modern conveniences. 

The college has just completed a new $20,000.00 library building, the 
gift of Mr. Andrew Carnegie. This is a three story building and adds 
much to the general equipment of the college. In 1905 a new gymnasium 
was erected. This, in all respects, supplies the need of the student body 
for Physical Culture. 

Bethany has been somewhat hindered in her growth by being located 
seven miles from the railroad station at Wellsburg. This disadvantage 
is about to be removed. A first class trolley line connecting with Wheel- 
ing, Steubenville and other Ohio valley cities, is at this writing almost 
completed to Bethany, and within a few weeks Bethany will have half- 
hour service to and from these cities. 

With a larger attendance than ever before in her history, with the 
largest endowment the college has ever had with modern dormitories, for 
both men and women, with electric lights and water works, with a new 
library building, new gymnasium and a new trolley system; with build- 
ings repaired and in good condition; with a competent faculty of six- 
teen able instructors, and. above all, with the renewed confidence and 
co-operation of thousands of friends, Bethany's future promises even great- 
er things than her glorious past. 



West Virginia Wesleyan College. 

BY PRESIDENT JOHN WIER, A. M. D. O. 

The educational institution at Buckhannon, maintained by the West 
Virginia Conference of the Methodist Episcopal Church, is one of the 
finest educational institutions of our State. 

In West Virginia many years ago the Methodists supported an acad- 
emy at Clarksburg. The unhappy misunderstanding and division of 
1844 proved fatal to this school, and for over forty years the Methodists 
of the State were without a school of their own. After the Civil War was 
over and the new State firmly established, American Methodism celebrat- 
ed its centennial in ISGG. At this time much work for education was 
done in the country, and West Virginia Methodists began the effort for 




A ;,KX A M)Ki'. Ca m riii;i-f., 
[•"ourjd'T of Hf^thariy Colh^-go. 




Nkw I^ii'.kakv liriiiiiM., Umiiany. 



Wkhi' ViKfa.MA. 249" 

a Kchool wliich riffVf!)' nnlirftly coasod until, after yoarn of wailing, i(, was 
rciwardod with great Buccess. 

In 187G nufikhannon prcHontod to a commlttco of tho West Vir- 
Kinia Conforoncf; a Hiil)H<:ription of $0,7^0.00 for tho location of a Heminary 
In tho town; i)iit thr; Conl'orrsnoo did not acwpt tho offor then. In 1883 
tho conforf-nco ai)j)olnt(;d a oomnilttoo on tho contonnlal observance of the 
formal organization In 1784 of the MethodlHt Episcopal Church. This 
coniniittce recoinniendcd tho establishment of a seminary as an Import- 
ant ol)ject for the glfis of the people. In 1884 the Conference was held 
at Buckhannon, and It appointed a Board of Trustees for the proposed 
Sciniriaiy. Tliis consist(!d of A. J. Lyda, Chairman; L. Jj. Stewart, Sec- 
rr;tary; I). H. K. Dlx Treasurer; T. B. Hughes and Samuel Steele. 

This board received contributions during the year and In 1885 the 
conference elected a board of eight ministers and eight laymen whose 
duty It was to receive proposals for the erection and endowment of a 
seminary, the conferencf; to decide where It should be located. The 
ministers wer«! A. .J. liyda, L. If. .Jordan, ,J. A. Fullerton, Samuel Steele, 
K. II. Orwciii, Ij. L. Striwart, II. J. Boatman and A. B. Itohrljoiigh. The 
l!i.yrii!ui were H. C. H'-Whorter, II. K. List, J. C. McGrew, A. M. Pound- 
stone, 15. h\ Martin, Samuel Woods, Henry Logan and Nathan Goff. Judge 
McWhorter and Capt. Poundstone, are still on the Board of Trustees. In 
188G death removed Dr. Samuel Steele and Hon. Nathan Goff. Rev. J. W. 
Roger, D. D., was chosen in place of Dr. Steele, and his name Is very close- 
ly connected with the whole history of the Seminary. In place of Mr. 
Goff, .loiin A. Barnes was chosen and he is still on the board. 

Various places in tlir; State were desirous of securing the location 
of the Seminary with them. Parkersliurg and Hiizabetii may be men- 
tioned among these;. On .Inly i:'., 1887, the trusl/^es met at Phllippl to de- 
cld<! upon the place, and the vote was in favor of Buckhannon. Two 
days latcM- the trustees proceeded to Buckhannon to select a site but did 
not succeed. On August 29th they met again and purchased a tract of 
a little over forty-three acres for $5,551.87. In Ocl:ober 1887 the con- 
ference met at Parkorsburg and these proceedings were ratified. The 
tru«te(!s were also directed to proceed with the erection of buildings. The 
main ))uiiding was finally comideted during the; summer of 1890, and on 
Sept<'mber 3rd of that year the school was opened. A month later the 
conl'erence, which was in session at Weston, came In a body to Buck- 
hannon, and the building was dedicated by Bishop Cyrus D. Foss. From 
the opening to the present the school has moved forward in a career of 
unbroken prosperity. 

Tho first president of the iuKtitution was Rev. B. W. Hutchison, 
A. M., B. I). Mr. Hutchison was a native of Pennsylvania. He gradu- 
ated at Ohio Wesleyan University and then entered the ministry. Later 
he went north and graduated at the Theological School of Boston Uni- 
versity, and from there went Into the New England Southern conference. 
While a pastor at Providence, R. I., he was chosen president of the new 
instit\ition. Mr. Hutchinson was a man of scholarly instincts, high 
standards and excellent Inisiiicss (lualities, and much of the success of 



250 HisroHY oi' Edicaiiox 

the school is due to his energy ami wisdom. Early in ISiKS he resigned 
to accept a similar position at l..ima, N. Y. He has been successful 
there, and in 1901 he received the degree of D. D. from Syracuse T'ui- 
versity. 

President Hutchison began with a faculty of three teachers besides 
himself. During the first year three more were added. There were 
seventy pupils enrolled during the first term. During the year 201 differ- 
ent students received instruction. From that time on every year until 
the fire in 1905 had larger enrollment. The enrollment of the year before 
the fire (1904-5) was 550. Since the restoration from the fire the enroll- 
ment is rapidly growing. 

The work in the school has been continually increasing. At first it was 
confined to common English branches and the elementary classics pur- 
sued in preparation for college. Then a musical department was added 
and a department of art followed. In the spring term of the first year a 
business department was added and all these varieties of work, have 
been constantly maintained. 

The tendency has been to raise the standard for admission and con- 
stantly add studies of higher and higher grades. ^ The school was char- 
tered with full powers, but not till June, 1903, did the Board of Trustees 
raise the courses to full college grade. The standard is that prescribed 
by the University Senate of the Methodist Episcopal Church, and these 
courses have been approved by the Senate. 

In 1S91 five persons, one man and four women, received diplomas as 
the first graduating class. The first male graduate w'as William B. Cut- 
right, now a lawyer in Buckhannon. The class of 1906 numbered 49. 
There have been in all over 400 graduates from the various courses. 1905 
saw the first graduates in regular college work. 

In 1895 the State Legislature passed a law which authorized the State 
Board of Examiners to grant teachers" certificates to graduates of the 
Seminary. This to some extent makes it a State Normal School; but 
there is no connection with the State government except by this recog- 
nition of its work. It has sent out a large number of teachers to the 
public schools of the State, besides those who are teaching in private 
schools in other states. In the Seminary diplomas are given in the Clas- 
sical, Scientfic, Literary, Normal, Musical, Engineering and Commjercial 
Courses. Besides these, certificates are given to students of the Business 
College who complete short courses. In the college Ihe usual de- 
grees are conferred. 

Like most schools in this section of the country the institution is 
co-ednoational. Ladies and gentlemen are admitted on terms of perfect 
equality and work together in the classes without any unpleasant re- 
sults. A reasonable amount ftf very pleasant romance has grown out 
of this fact and thus far the history of the school is free from any 
tale of scandal. It is hoped and expected that it will always continue 
so. 

The moral and religious tone of the school has always been high. 
While it was established and is controlled by one religious denomina- 



West Viroima 251 

tion, it has never been sectarian. Seveial different churches have been 
represented in its faculty and its students have been from a great variety 
of denominations. Even Jewish pupils have been received and treated 
wiih perfect courtesy in the work of the school. No institution could be 
more free from religious bigotry, and the clergymen of all the Buckhan- 
non churches are in most pleasant relations with the school. The stu- 
dents themselves choose which church they will attend in the town, and 
on any Sunday in term time students can be found in every local con- 
gregation. 

The buildings are on a hill rising with a gentle slope in the south- 
east pait of the town. They consist at present of the administration build- 
ing, the ladies' hall, conservatory of music and the president's residence. 
The first is an imposing edifice built of brick. It contains the necessary 
offices, many recitation rooms, two halls for literary societies and a chapel 
which will seat 1500 people. 

President Hutchinson resigned in February, 1898, and from then until 
the close of the year the Seminary was in charge of Professor Frank B. 
Trotter. In the following June the trustees elected the Rev. S. L. Boyers, 
A. M., D. D., to the presidency of the institution. Mr. Boyers was a native 
of West Virginia, but as a student and clergyman had for some time 
been absent from the State. He was a graduate of the Ohio Wesleyan 
University and at the time of his election was pastor of an important 
church at Ada, Ohio. He continued in charge of the Seminary for two 
years. The progi'ess of the school continued under his administration. 
After two years Mr. Boyers resigned the presidency and returned to pas» 
toral work. Rev. John Wier, A. M., D. D., succeeded President Boyers 
in June, 1900, and is now the president of the institution. 

The Board of Trustees consists of twenty-eight members, half min- 
isters and half laymen. Hon. H. C. McWhorter, Judge in the Supreme 
Court of Appeals of the State, is President of the Trustees. 

It is appropriate that special mention be made of a few of the teach- 
ers of the school who have been conspicuous in its development. First 
among these is Professor Frank B. Trotter, A. M., who has been with 
the school since its founding. Professor Trotter is a graduate of Roanoke 
College, and completed special post-graduate courses at Harvard University. 
As an instructor in Latin he has few superiors. As an administrator 
he has given ample evidences of his ability. Since 1894 he has been 
vice-president of the institution. Professor Trotter has had to do with 
every one of the hundreds of graduates sent out by the Seminary and 
College, and the impress thus made upon the State is incalculable. Pro- 
fessor Trotter is prominent in church affairs, and sat in the General Con- 
ference in 1900. 

Another instructor whose hand has been felt on West Virginia ed- 
ucation is Professor W. 0. Mills, Ph. B. Professor Mills graduated at 
Otterbein University. He came to Buckhannon to assume the principal- 
ship of . the United Brethren Academy. When the Academy closed in 
1897, Professor Mills was secured for the Seminary faculty. He is an able 
teacher and a gentleman of the highest character. Professor Mills has 



252 History of Education 

had charge of the department of mathematics since his coming to the 
school, and is a civil engineer of ability. 

A name which could not be omitted in an account of the fashioning 
of the school is that of May Esther Carter, B. L., the first preceptress. 
Miss Carter is a graduate in Arts of the Ohio Wesleyan University. She 
came to Buckhannon in 1895 to assume charge of the new Ladies' Hall. 
Her deeply spiritual character, cultivated mind, and high ideals early 
gave elevated tone to the life of the hall. The hundreds of young women* 
who came under her influence during the six years of her incumbency 
are a power for education and goodness throughout the State. Successful 
co-education depends in large measure upon those directly in charge of 
the young ladies. 

The library of the school consists of some 7000 volumes. These books 
are chiefly donations of friends. In 1901, through the influence of Miss 
Adelaide R. Tompkins, of Pittsburg, Pa., the reading room was refur- 
nished and a goodly number of volumes added to the library. 

Through the gifts of Dr. D. K. Pearsons of Chigago and others, the 
college possesses a substantial endowment. 

In Feb. 1905 fire destroyed the college building. A new one, costing, 
with related plants some $80,000.00, has been erected in its place. 



Morris Harvey College. 

BY PRESIDENT D. W. SHAW. 

This institution is the property of the Methodist Episcopal Church, 
South. It was incorporated as Barboursville Seminary in 1888, under the 
direction of Rev. T. S. Wade, D. D., who was then Presiding Elder of the 
Charleston District. 

Dr. Wade, with the assistance and co-operation of the citizens of 
the community, obtained valuable property with commodious buildings 
for school purposes in the town of Barboursville, Cabell county, W. Va., 
which is situated on Guyandotte river seven miles from its confluence 
with the Ohio. It is accessible from all points, being on the C. & O. rail- 
road, one of the great routes, which makes close connection with all 
other roads in the State and neighboring states. This location is unsur- 
passed for healthfulness, and is remarkably free from evil influences, 
there being no saloons within ten miles of the place. 

The school was opened in September, 1888, with the following faculty: 
Rev. T. S. Wade, D. D., President and professor of mental and moral 
science; Rev. G. W. Hampton, Vice-President and professor of mathematics 
and ancient languages; Geo. A. Proffit, master accountant of bookkeeping 
and assistant in mathematics and science; Mrs. G. A. Proflat, B. Sc, profes- 
sor in German and English literature; Miss Florence Miller, teacher of 
French and rhetoric; Miss Maggie Thornburg, teacher of vocal and instru- 
mental music. 

During this first year, which was an experiment, the success was 



West Virginia 253 

"beyond the expectation of the most sanguine friends of the school, there 
being necessarily much to do in order to get the institution in running 
•order. At the close of this year the entire institution was turned over 
by the trustees to the Western Virginia Conference to be continued as a 
Conference college under the auspices of the M. E. Church, South, and 
the school was continued during the year 1889 with the same faculty. 
At its close the president and vice-president resigned and Prof. Robt. W. 
Douthat, A. M., Ph. D., was elected president, and Rev. W. W. Royall. 
D. D., vice-president of the college. Professor and Mrs. Proflfit and Miss 
Maggie Thornburg continued as a part of the faculty 

Dr. Douthat was a very efficient president and leader, and did good 
work for the college, but resigned in 1895 to accept the Chair of Ancient 
Languages in the State University at Morgantown. 

The Rev. J. M. Poland. D. D., pastor of the Methodist Episcopal 
Church, South, at Parkersburg, was called to the presidencj' to succeed 
Dr. Douthat. Dr. Poland made an educational campaign throughout the 
Conference, in the hope of bringing the college before? the people. Early 
in 1896 he resigned to return to the pastorate, and was succeeded by the 
vice-president, J. P. Marshall, A. M. Proffessor Marshall was connected 
with the college for several years as teacher and filled out the year 1895-G, 
as president. 

In the summer of 189G the trustees elected T. C. Atkeson, A. M., Ph. 
D., President; but he resigned at the end of the year to accept the Chair 
of Agriculture in the State University at Morgantown. 

In 1897 the Rev. Zephaniah Meek, D. D., was called to the presidency 
and served one year. Dr. Meek is a man of strong character and was 
at one time a leader in his Conference. 

Rev. S. F. McClung, D. D., became president and educational agent 
in 1898, serving two years. The college was very dear to Dr. McClung, 
and he sought in every way possible to advance its interests. After his 
resignation he returned to the ministry, and fell at his post in Catletts- 
burg, Ky., February, 1903. 

In 1900 D. W. Shaw, A. M., the present incumbent, was called to the 
presidency. His administration has been characterized by an increased 
interest, and a complete transformation in the affairs of the college. 

Prof. Shaw has been identified with school woi'k all his life. He 
has associated with him the following: J. M. Skinner, A. M., Ph. D., a 
man of wide and successful experience; Miss M. Willa Bowden, A. B., 
Professor of Latin, German, French and English Languages; W. O. Ropp, 
Master Accounts, Commercial Branches and Mathematics; Miss Frances 
Louise Ellison, M. E. L., Music and Elocution; Prof. D. Blain Shaw, A. B., 
Music — String and wind Instruments; Miss Mariah S. Tipton, English 
and Dean of the Department of Women; Elizabeth J. Warner, Assistant 
in the Department of Women; Prof. J. L. Stewart, Mathematics and 
Dean of the Department of Men; Miss Nonie Ford McKnight, Assistant 
in Department of Music, and Miss Bessie Miller Art. 

The college was known as Barboursville College till May 27, 1901, 
when, in consideration of the benevolence and beneficence of that prince 
in Israel, Mr. Morris Harvey, in the gift of several thousand dollars 



254 HisTOKY OF Education 

to the school, the Board of Trustees thereof changed the name to the 
Morris Harvey College. The charter has been renewed under this name, 
the buildings and premises have been greatly improved and beautified, and 
the equipment for school work, including apparatus, has been liberally 
increased and strengthened. 

It is a school wherein the most rapid progress can be made by those 
who wish to develop, refine, and equip tliemselves for the best work 
in life. It seeks to develop faith in Christianity, and a sensitive con- 
science along the line of the Decalogue and the Golden Rule; and it 
furnishes the most thorough, systematic and accurate literary and scien- 
tific instruction in accordance with the plan developed and approved 
by the most successful educators in the world. In short, it is "progres- 
sive, but not reckless; conservative, but not fossilized." 

A three-story dormitory for young ladies, capable of accommodating 
fifty students, besides the family in charge, has just been completed, 
and is occupied. 

A four-story br|ck building for gentlemen has been erected capable 
of accommodating seventy-five students. This building is to be ready 
for occupancy at the opening of school next September. Epworth Hall 
formerly used as a dormitory for men has been converted into a music 
hall. All the buildings are supplied with water under pressure, are light- 
ed with electricity and heated with steam. 

The courses of study offered are the Normal and Classical, at the 
completion of which a proper certificate is granted in the Normal Course, 
or the degree of A. B. is conferred in the Classical Course. Besides these, 
there are offered special courses in Music, instrumental and vocal. Art 
and Business, including shorthand and typewriting, at the completion 
of which, certificates are granted. 

The real estate of the college has been augmented within the past 
year by the purchase of over twenty-one acres of land. On this the men's 
building above mentioned, has been erected. On this land is also a large 
residential building which will be used as the men's dormiitory the rest 
of the present college year, and will later probably be converted into a 
gymnasium for women. 

The institution is under the immediate charge of a Board of Trustees 
appointed by the Annual Conference. 

Following are the names of the members of this Board: 

D. W. Shaw, Ex officio Chairman. 

G. W. Harshbarger, Esq., Secretary. 

Geo. E. Thornburg, Esq., Treasurer. 

Rev. W. I. Canter. 

Rev. Ernest Robinson. 

Rev. A. Lee Barret. 

Rev. C. N. Coffman. 

Hon. H. G. Ai'mstrong. 

The Conference Board of Education has supervisory powers over this 
school and all the other educational interests of the Conference. This 
Board consists of: 

Rev. J. W. Herring, President. 



West Virginia 255 

• 

Rev. I. X. Fannin, Secretary. 

Rev. J. W. C rites. 
' U. V. W. Darlington. 

Rev. W. L. Reid. 

Rev. H. M. Smith. 

Rev. Samuel Robinson. 

Rev. B. M. Keith. 

Rev. A. B. Moore. 

Conference Secretary of Education, Rev. S. A. Donahoe. 

Visiting Committee, Rev. R. T. Webb, and Rev. L..S. Cunningham. 

Conference Treasurer, Hon. Holly G. Armstrong. 

Rev. A. Lee Barret, Supervisor of improvements for Morris Harvey 
College.. 

All regular tuition money is paid over to the Conference Treasurer. 

This school year, to date, January 1, 1907, is by far the best in the 
history of the institution, and the outlook is very encouraging. 

The total enrollment for last year was 208. At the last session o^ the 
Annual Conference an agreement was reached whereby the Allegheny Col- 
legiate Institute at Alderson, West Virginia, is to be affiliated with this 
College. 



Salem College. 

liY PRESIDENT C. R. CLAWSON. 

Salem College was incorporated in 1889 under a charter granted by 
the State. Although organized in accordance with the requirements of the 
Educational Society of the Seventh Day Baptist denomination the school 
is non-sectarian. People of many religious beliefs joined hands in its 
establishment and to day have a place on the managing board. All de- 
nominational preferences are most carefully respected and a cordial wel- 
come is extended to students of every faith. 

The governing power of the College is vested in a Board of Directors 
elected for a term of four years. 

The buildings are located on a commodious campus of five acres in 
the city of Salem on the Baltimore and' Ohio railroad, fourteen miles 
from Clarksburg and sixty-eight miles from Parkersburg. 

The library contains about 4000 volumes besides many valuable 
pamphlets. A reading room in connection with the library is furnished 
with the daily papers and various periodicals of cui'rent literature. 

The College offers six courses of study, the Classical, Philosophical, 
Scientific, Agricultural, Normal, and Music. The Normal course is pre- 
scribed by the state and state certificates are granted on the same terms 
that they are granted to the graduates of the Normal Schools. The 
Agiicultural course has been added in conformity with the belief that our 
country needs better educated farmers, men who are familiar with the 
soils and who may secure the greatest amount of production with the 
least expenditure of time and labor. 



■256 History of Education 

• 
During an existence of nearly twenty years the College has been main- 
tained by the contributions of friends of education scattered from Maine 
to California. In times of greatest need its own sons and daughters 
with other friends in the Mountain State have come to its rescue with 
substantial aid. The school is well established and has elements of per- 
manency in a small but constantly growing endowment. The Scholarship 
plan of endowment has been well started. This enables the founder of 
a scholarship to name its beneficiary. A scholarship fully paid amounts 
to $800.00 which must ever be kept on interest, the income only to be 
used. Several of these are now in operation. 

During the eighteen years of its history the College has graduated 
eighty-one persons. Its alumni are scattered in various states and are 
filling places of honor and trust in the educational and literary world. 

The College has had four presidents: J. L. Huffman, S. L. Maxson, 
T. L. Gardiner, and C. R. Clawson. 



Powhatan College. 

HY W. O. SPEEU. 

Powhatan College is organized under thoroughly Christian government, 
but is non-denominational. It owes its existence to the liberal-hearted 
and progressive people of Charles Town and Jefferson County. There 
had been for some time, on the part of many of the citizens, a great 
desire to have established at Charles Town a first-class college for women. 
Many noble efforts had been put forth and as many defeats sustained, 
but through it all there remained a faithful few, loyal to the enter- 
prise. In 1899, these led chiefly by the noble efforts of Col. R. P. Chew, 
formed themselves into a company, with a determination to make the last 
and mightiest effort of their lives for what they believed was one of 
the greatest needs of the age — more real colleges for women. The issue 
was successful, and since its first announcement Powhatan College has 
met with a success unparalleled by that of any independent Woman's 
College ever opened in the Virginias. Its permanency is now established, 
its field of work peculiarly its own, and its success far beyond the ex- 
pectations of the most hopeful. 

Charles Town is an ideal college town, located at the junction of the 
Baltimore and Ohio, and the Norfolk and Western railroads, in the very 
mouth of the famous Shenandoah Valley. It has a thriving population 
or about four thousand people, and the culture, refinement, and morality 
of these have made it known far and wide. And the climate and health 
of the town is unsurpassed. 

The main college building is most modern, commodious and beauti- 
ful. It is new and was erected at a cost of about $70,000. Every nook 
and corner is up-to-date and the entire building is heated throughout 
by steam and lighted by both gas and electricity. 

The work of the institution is divided into the following depart- 




CiiAi'i;i, Hai.l, Wkst Liijekty 




Powhatan College, Chakles Town 



West Virginia 257 

inents: Academic, or College Department proper. Normal, Commercial 
and Business, and the departments of Music, Art^ and Elocution. 

Each of these departments is in charge of a Principal with compe- 
tent assistants who offer modern and well arranged courses of study. The 
college department offers, in addition to a preparatory course of three 
years, the Classical and Scientific courses, each covering a period of four 
years' study. In grade these courses are commensurate with those of the 
leading colleges for young women. The Freshman class begins with 
such studies, as English Literature, College Algebra (Quadratics), Geom- 
etry, and Cicero, and builds upon these the four years' courses. 

The Normal Department is maintained especially for the training of 
teachers. The work here is arranged as follows. 

1. Common School Course. This course covers one year and its pur- 
pose is to give those who can spend only one year in college, a thorough 
and systematic review of all the common school branches with a view 
to preparing them to teach in the public schools. 

2. The Teacher's Course, a three-year course ,with one year's work 
in Pedagogy. 

3. The Normal Course, a four years' course including two years' 
work in Pedagogy and actual teaching in the class room. Here the stu- 
dent gets thorough drill in classification, organization and discipline, and 
leaves the college trained especially for the work. 

The Departments of Music, Art, and Elocution, each has its corps of 
able teachers who offer full and complete courses in all branches in these 
departments. 

Powhatan's success has been phenomenal and it stands to-day at the 
very head of the women's colleges of the State. This success is due to 
just two things: First, The sound and thorough training which sends 
out students prepared to meet life bravely, to think independently and 
to judge carefully. Second, The administration which has been in the 
same hands since the first founding of the institution. When the project 
was first launched, the trustees secured Stewart P. Hatton, LL. D., as 
president and the wisdom of their choice has been amply proved by 
the continual growth and prosperity of the college. A trained educator, 
indefatigable in his work for the school, he has gradually pushed aside 
every vestige of opposition and the college stands to-day as a pride' not 
■only of the Eastern Panhandle, but to the State as a whole. 



Broaddus Scientific and Classical Institute. 

BY REV. ELKANAII HULLEY, A. M., PRINCIPAL. 
HISTORICAL STATEMENT. 

In 1871 the Rev. E. J. Willis succeeded in establishing Broaddus 
College at Winchester, Va., and in 1876 it was removed by him to 
Clarksburg, W. Va., and incorporated under the laws of the State a year 
later. For a number of years it was under a board of trustees appointed 



258 History of Education 

by the West Virginia Baptist General Association, but in 1893 it passed 
out of the hands of the General Association and became Broaddus Scien- 
tifiic and Classical Institute, receiving from the State a new charter. 

The new Charter provides that the school shall be held forever in the 
interests of the Baptists of West Virginia under the direction of eleven 
trustees who shall be members in good standing of a regular Baptist 
church, and that they shall reside in West Virginia. 



The object of Broaddus Institute is to supply a well defined, obvious, 
urgent educational need in this State. The purpose of the school is 
definite; and no attempt will be made to make it a scoop-net to catch 
students of every grade and age and kind. Our special care shall ever be 
quality of the work rather than the number of students; and breadth of 
culture rather than training of specialists is the thing aimed at by Broad- 
dus Institute. 

The special object of the school is two-fold. In the first place, it will 
give a thorough preparation for entrance into the leading colleges of 
the country. In the. second place, to those who either cannot or will not 
take a regular course, it will give a thorough mental training and as 
broad and practical a foundation of knowledge as possible. 



Broaddus Institute is located at Clarksburg, on the Baltimore & 
Ohio Railroad, at the southern terminus of the Monongahela River Rail- 
road, and the northern terminus of the West Virginia & Pittsburg Rail- 
road, and the southern terminus of the West Virginia Short Line Rail- 
road. Taking everything into consideration, there is no better location 
in West Virginia for a school of this kind. 

EQUIPMENTS — CAMPUS. 

The campus consists of nearly ten acres, less than ten minutes' walk 
from the postoffice. Notwithstanding the fact that it is so nearly tho 
center of the town, it is a very retired spot, for Elk creek almost sur- 
rounds it with a deep canon, and there is left only one approach. Thus 
all the advantages of being in a city accrue to it with none of the attend- 
ing disadvantages. 

The campus is an old forest, containing more than 200 shade trees, 
many of which are oaks of large size. A part is devoted to school sports. 
There are three well made tennis courts, croquet grounds and a coasting 
track. These furnish excellent facilities for out-door exercises. 

BUILDINGS — WILLIS HALL. 

Willis Hall was built by E. J. Willis and for many years was the 
chief building of the Institute. It is a brick building of three stories 
and basement, containing the parlors, music rooms, library and 30 double 
dormitory apartments. The whole building has been thoroughly over- 
hauled and made modern in every respect. 



West Virginia 259 

payne hall. 

Payne Hall is a memorial building built by Mrs. Belle S. Payne 
In memory of her husband, Jed G. Payne, who for many years had been 
a trustee of Broaddus. It is a brick building containing the offices, class 
rooms, dining rooms, 22 dormitory apartments and three bath rooms. It is 
finished in Georgia pine, oiled and varnished; newly carpeted with Brus- 
sels carpet; papered throughout, and heated and lighted with natural gas. 

The building will be furnished with new furniture and will be thor- 
oughly modern in every respect. It supplies a long-felt need, for Broad- 
dus has been very much crowded of late years. 

THE COTTAGE. 

During the spring of 1902 a fund was started by J. L. Newman for the 
purpose of erecting a cottage for boys. Others added to this fund till 
the trustees, recognizing the fact that much better work can be done by 
students who are under the care of a teacher, the trustees built upon the 
campus, during the summer of 1902, a cottage for boys. It consists of 14 
rooms finished in Georgia pine, nicely furnished and carpeted with Brus- 
sels carpet, lighted and heated with natural gas, and equipped with a 
bath and all modern conveniences. The rooms are 14x15 with a closet 
in each and each room has two large windows. It is an ideal home for 
young men. 

This affords a home for young men with all the advantages of the 
presence of the Boys' Principal, who rooms in the same building. 

LIBEARY AND READING ROOM. 

At present the library contains nine hundred volumes. Among these 
are standard works of poetry, fiction, etc. Valuable additions have been 
made during the past year. The success of the book receptions, given 
on Washington's birthday, has been especially gratifying. In connection 
with the library there is an excellent reading room, where are to be found 
the leading dailies and first-class periodicals. 

AN ENDOWMENT. 

In December, 1900, the National Baptist Educational Society an- 
nounced to the trustees of Broaddus Institute that it would give to Broad- 
dus as an endowment, from the funds furnished by John D. Rockefeller, 
the sum of $5,000, provided that the Institute would raise an additional 
sum of $20,000, of which $10,000 was to be used as an endowment. 

These conditions have been fully met and the Institute has an endow- 
ment of $10,000.00. 

COURSES OF STUDY. 

Three courses of study are offered, namely: The Classical the Scien- 
tific and the Normal. It is the design of the Classical and Scientific 
Courses to prepare students for entrance to first-class colleges and espe- 
cially are they adapted to the work of the State University where full 
credit is given the student for what has been accomplished. 



2G0 History of Education 

The Normal Course has been prepared especially, for those who de- 
sire to be teachers, as the times demand that those in the profession of 
teaching shall receive professional training. In this course studies 
have been introduced designed to give breadth of culture and special 
training for teachers. The graduates from this course receive the same 
credit with the Slate Board of Examiners as the graduates from parallel 
courses in the normal schools of the State. It is the aim to make the 
Normal Course most thorough and complete, not to give merely a per- 
spective of what is required to be taught, but to give thorough knowledge 
and substantial training. 

PREPARATORY. 

A Preparatory Course is also offered for those who come to us not 
fully prepared for either of the regular courses. The work begins with 
fractions in Arithmetic and in the other common branches work of sim- 
ilar advancement is given. 

COURSES OF STUDY ACADEMIC DEPARTMENT. 

The course of study consists of four years work in mathematics, his- 
tory, literature, science and ancient and modern languages. No attempt 
IS made to do collegiate work, but to prepare for entrance into tlie best 
grade of colleges. The work is divided into a normal, a scientific and a 
classical course. 



A thorough course of four years' work in instrumental and vocal 
music is also provided, and the department is very popular. 

Instruction is also given in art and elocution by a special teacher. 

THE FACULTY. 

The faculty consists of ten teachers with Rev. Elkanah Hulley as prin- 
■c'ipal. They are all college graduates and several have specially prepared 
themselves for their work by training in graduate schools. 



Davis and Elkins College. 

BY JAMES E. ALLEN. 

Among the many monuments to the benificence and generosity of the 
Hon. H. G. Davis and Hon. S. B. Elkins, perhaps the greatest and most 
useful of all is the Davis and Elkins College, which first opened its doors 
to the public in September 1904. 

These gentlemen having in mind the building of a high-grade college 
at Elkins, West Virginia, a town that they had founded, and desiring 
the college to be under the control of religious influence, made a propo- 
sition in 1899 to the representatives of Lexington Presbytery of the Pres- 
byterian Church in the United States, looking to the establishment of such 



West Virginia 261 

an institution. Lexington Presbytery, through its accredited representa- 
tives, after a consideration of the terms of the proposition aforesaid, in- 
vited Winchester Presbytery to join in accepting the same. This Win- 
chester Presbytery did. Hon. Henry G. Davis, Senator Stephen B. Elk- 
ins, Hon. C. Wood Daily and Rev. Frederick H. Barron, all of Elkins, W. 
Va., Rev. F. M. Woods, D. D., of Martinsburg, W. Va., Rev. G. W. Finley, 
D. D., of Fishersville, Va., Rev. A. M. Frazier, D. D., of Staunton, Va., 
Rev. A. H. Hamilton, of Steeles Tavern, Va., and Hon. John J. Davis, of 
Clarksburg, W. Va., were chosen as trustees. 

Later, Senator Elkins gave twenty-five acres of land, finely situated 
about one-half mile from the town, as a campus and site for the college 
buildings. In addition to this gift ex-Senator Davis contributed the sum 
of five thousand dollars to improve and beautify the campus. 

Plans for college buildings having been submitted and accepted, 
work was at once begun on Administration Hall, the corner stone of which 
was laid with simple but appropriate ceremonies, August 12, 1903. 

Prom that time on the work steadily progressed, and as a result 
there stands on the site selected, in full view of a wide stretch of country, 
one of the finest college structures in the Virginias. 

In the meanwhile, a faculty was elected and coui'se of study planned 
for the first year. The work of the college formally began with the 
opening of the first session, September 21, 1904, under the direction 
of President J. E. Hodgson. Upon the resignation of President Hodgson 
Rev. F. H. Barron, professor of Bible and Philosophy, was appointed 
acting-president until July, 1906, when Professor Marshall C. Allaben of 
the Department of Ancient Languages, the present encumbent, became 
president. 

The site of the college is the choicest in this beautiful country. The 
campus is a tract of land of twenty-five acres, lying about one-half mile 
east of the city of Elkins, and bordering the Tygarts Valley river. Crown- 
ing the loftiest portion of the campus a hundred or more feet above 
the surrounding country, stands Administration hall, a handsome red 
brick structure, trimmed in West Virginia sandstone. It is three stories 
in height, and together with the basement furnishes a well equipped and 
convenient home for the college. Just at the foot of College hill stands 
the President's residence, a most modern and up-to-date building, after 
an adaptation of the old English style of architecture. On all sides the 
mountains rise in tiers from the valley, their serried summits breaking 
the horizon-line in a manner most delightful to the lover of nature. A 
more striking sight than these mountains in the green robes of spring, or 
the rich blazonry of autumn, cannot be imagined. The college stands at 
an elevation of about 2,000 feet above sea level. The beauty of the scenery, 
and the freshness and invigorating quality of the atmosphere, combine 
to make the region an ideal home for a college. 

Near the college is the town of Elkins with nearly 5,000 inhabitants, 
one of the most important railroad centers in the State, lying at the in- 
tersection of the West Virginia Central & Pittsburg Railway, the Coal & 
Iron, the Huttonsville and Belington extensions of the West Virginia Cen- 



262 History of Education 

tral, all of the Wabash system, and the Coal & Coke Railway. Elkins is 
59 miles from Grafton, W. Va., and 113 miles from Cumberland, Md., at 
both of which places connection is made with the Baltimore and Ohio 
Railroad, and 150 miles from Ronceverte, W. Va., where connection is 
made with the Chesapeake and Ohio Railroad. It may now be reached by 
direct route from Charleston over the Coal and Coke Railroad. Elkins 
is therefore one of the most accessible towns in the State and undoubted- 
ly the most centrally located. 

Briefly stated, the Davis and Elkins College has been "erected for 
the advancement of Christian education." Education should be based up- 
on the fundamental principles of the Christian religion, and so the Bible 
shall have place in the curriculum of the College, but no sectarian in- 
struction shall be given. 

Although during the first two years of its existence the College 
was open to both sexes, the Board of Trustees at its annual meeting 
February 1, 1906, voted to restrict the attendance to males with the be- 
ginning of the college year 1906-1907. 

It is interesting to note that this is now the only college in the Stata 
exclusively for boys and young men. 

In its curriculum the College follows the so-called "Group System," 
which permits the student to determine the general direction of his 
study, at the same time giving him the benefits of a carefully planned, 
well- rounded and consistent curriculum. Within each group the courses 
are in part required and in part elective, being largely elective in the 
Senior year. 

In connection with the College, the Davis and Elkins College Pre- 
paratory School is maintained. In this school, four courses. Classical, 
English Classical, Scientific, and Commercial are offered, the first three 
being four-year courses and being so arranged as fully to prepare students 
for any college oi technical school in the United States. At present, the 
Preparatory School uses the dormitories and lecture rooms of the College, 
but it is the aim of the Board of Trustees to provide separate equipment, 
as well as separate organization, for this department. 



Stephenson Seminary. 

Stephenson Seminary located at Charles Town, W. Va., is said to be 
the oldest private school for girls within the bounds of the State. Un- 
der the name of "Mt. Parvo Institute," it was founded in 1882 by Rev. C. 
N. Campbell, D. D.; a minister of the Presbyterian Church. 

As the accommodations at Mt. Parvo were inadequate to the needs of 
the growing institution, arrangements were made whereby a joint stock 
company erected a large brick building on grounds donated for educa- 
tional purposes, by the late John Stephenson, and in honor of its generous 
donor, it was called Stephenson Seminary. 

Dr. Campbell was a life-long educator, an alumnus of Princeton Uni- 
versity and a graduate from the Union Theological Seminary, now of 



West Virginia , 263 

Richmond, Va. Immediately preceding tlie establishment of Stephenson 
Seminary, Dr. Campbell was principal of Andrew Small Academy, a board- 
ing school for boys, situated in Darnestown, Md. In the summer of 1905, 
Dr. Campbell died, leaving to his successors (his wife and daughter) a 
full appreciation of the importance and responsibility of female educa- 
tion. 

Stephenson Seminary claims for herself no phenomenal growth, 
hut with varying fortune, she has carved her own unaided way to success, 
and is today better equipped for the work to which she is consecrated 
than she has ever been. The building is thoroughly attractive and com- 
fortable, furnished with gas and electricity, steam-heat, and hot and cold 
Ijath. 

The school stands for Christian influence, thorough work, and a 
home life of culture and refinement. It has the confidence of the public 
and has for friends and patrons many of the foremost men of our land. 

The present accommodations are taxed to the utmost limit, and 
plans are under way for additional buildings. 



The Beckley Seminary. 

BY PRINCIPAL B. H. WHITE 

The Beckley Seminary is located at the court house of Raleigh coun- 
ty on the lofty Raleigh plateau 2500 feet above sea-level. The building 
is surrounded by the beautiful White pines so mush praised by the poets. 
The school opened in 1900 with thirty-seven students occupying rented 
rooms. Last year (1905-6), the enrollment was between three and four 
hundred, the school occupying its own building and grounds. It main- 
tains a library of the best books for general reading and reference. The 
P. C. and P. R. Railroad has built a new depot within a square of the 
building — the Chesapeake and Ohio and Deepwater run close. These 
and other material developments tend to encourage and aid the school. 

The Beckley Seminary is co-educational and inter-denominational. It 
opposes sectarianism. Its faculty is selected on the basis of ability and 
not because of a peculiar religious faith. Students of all religious beliefs 
or of no religious belief at all are made to feel at home. All we ask, is 
that the student be a gentleman or a lady. The school is unpretentious, 
it claims only to be a preparatory school whose work is accredited in all 
the colleges and » universities of this part of the country. 

This school maintains seven courses; viz. Preparatory (for its own 
work). Normal, Commercial, Shorthand and Typewriting, Music, Elocu- 
tion and Physical Culture, and Academic. Ex-Senator John W. McCreery 
is President, and Thomas H. Wickham, Esq., is Vice-President. The school 
is self-supporting with its tuition rates. We have outgrown our build- 
ing and we are now planning to enlarge. 



2G4 • History of Education 



INSTITUTIONS FOR THE EDUCATION OF 
COLORED YOUTH. 



Storer College. 

BY HENKY T. M'DONALD, PRESIDENT. 

During the last year of the War there was attached to the Christian 
Commission of Sheridan's Army a young man just graduated from Dart- 
mouth College. His duties gave him considerable knowledge of the 
prevailing conditions and heavy responsibilities, resulting from the care 
of soldiers, supplies and money, were his. This young man was Rev. 
Nathan C. Brackett. As soon as hostilities had ceased the General Gov- 
ernment made him superintendent of all schools to be established for the 
freedmen in the Shenandoah valley and he immediately began the work 
intrusted to him. It was while he was thus employed that Mr. John 
Storer of Sanford, Maine, signified a desire to give ten thousand dollars 
toward the founding of a school for colored people. The gift was condi- 
tioned on an equal amount's being raised by others in a limited time. 
Such condition was soon met and Storer College was a reality. Since 
this money was pledged largely by Free Baptists, they as a denomina- 
tion immediately set about finding a proper location for the proposed 
school. At Harper's Feri-y were four badly dismantled houses belonging 
to the Government, which prior to the war had been occupied by the Su- 
perintendent of the Government Work, by his chief clerk, by the paymas- 
ter and by his chief clerk. The cooperation of Congress was sought and 
obtained largely through the influence in the House of Gen. James A. 
Garfield, afterward President, and William Pitt Fessenden in the Senate. 
A bill was passed by Congress transferring to the trustees of Storer Col- 
lege the above mentioned houses, and in one of these, "The Lockwood", 
the work of Storer College was begun, October 2, 1867. On that day there 
was present a faculty of two teachers. Professor and Mrs. Brackett, and 
nineteen earnest students. From this small beginning the school has 
gradually developed. It has always been limited in the amount of good 
it might do. But what it has done has been accomplished with an eye 
single to the development of sensible, thrifty. Christian manhood and 
womanhood. For many years Storer was the only institution of its kind 
in West Virginia and it supplied a large percentage of the teachers, min- 
isters, 'and colored leaders of this state. It is no less active to-day and 
the demand for Storer men and women is increasing. 



West Virginia 265- 

the alumni. 

About two hundred and fifty have graduated from the various courses. 
Of these not one per cent, have so lived as to reflect dishonor upon them- 
selves and disgrace on their alma mater. Some of our leading colored 
lawyers, physicians, teachers, editors, clergymen, not to mention the less 
distinguished but no less honorable members found in the humbler walks 
of life, are our alumni. Storer men and women have served and are 
serving from the highest positions downward on the faculties of a number 
of institutions of higher grade. Our graduates have successfully com- 
pleted degree courses at nearly or quite a dozen high grade colleges and 
universities. They have in a very high percentage of cases been wise, 
conservative leaders of their people. 

Besides the graduates probably more than fifteen hundred men and 
women have attended Storer and been touched by its wholesome. Christian 
spirit. 

EQUIPMENT. 

The college buildings named in the order of their erection are Lin- 
coln Hall, Myrtle Hall, Anthony Memorial Hall, Sinclair Cottage, DeWolfe 
Industrial Building. Curtiss Memorial Church, Lewis W. Anthony In- 
dustrial Buildnig. Beside these are the barn, tool shed, corn crib and 
various outbuildings. Lincoln Hall was erected by means of funds con- 
tributed by the Freedman's Bureau. It is a dormitory for young men, 
accommodating about 50 people. 

Myrtle Hall was erected from funds collected largely by the Woman's 
Missionary Society of the Free Baptist Church. It accommodates about 
60 girls. In the basement of this hall is the laundry. 

Anthony Memorial Hall in which is the chapel, library, recitation 
rooms, dining hall, was given by Mr. L. W. Anthony, of Providence, R. I. 

Sinclair Cottage, a dormitory for girls, was added to the group of 
buildings through the munificence of Rev. and Mrs. J. L. Sinclair, of New 
Hampshire. It will accommodate 18 girls. 

DeWolfe Industrial building, in which the Department of Cooking is 
located, was presented by Mrs. Mary P. DeWolfe, of Illinois. 

Curtiss Memorial Church stands a monument to the untiring zeal 
of Rev. Silas P. Curtiss, in whose memory it was erected. 

Lewis W. Anthony Industrial Building, in which is done the work 
in carpentry, upholstering, blacksmithing, painting, was given to the 
College by the heirs of Mr. Anthony. 

These buildings have a magnificent location on Camp Hill, which is 
between the gorges of the Potomac and Shenandoah and commands a 
beautiful view of the famous water gap. It was of this place and its 
wonderfully beautiful scenery that President Jefferson made his famous 
remark that it was worth a trip across the Atlantic to behold what nature 
had done here. The college has a good library of over 5,000 volumes and 
about 20 acres of gardens, under a high state of cultivation. The total 
equipment including buildings and apparatus is easily worth $100,000. 



266 History of Educatiox 

character. 

The school is wholly unsectaiian as is shown by the fact that on its 
faculty are members of the Free Baptist, Methodist Episcopal, Method- 
ist Protestant, Protestant Episcopal churches. It admits students of all 
•denominations and beliefs. 

There is nothing in the charter of the school which places it sub- 
ject to the control of any particular denomination. Honever, in the sup- 
port of the school during all its years of existence the Free Baptist 
Church has given a most helpful and honorable assistance. Had their 
support been withdrawn the school would have been most unfortunately 
situated. It now receives support from the same source; from an en- 
dowment of about $30,000 and from an annual appropriation from the 
state. In return for this appropriation the school gives free books, room 
rent and tuition to all West Virginia students. Ouj Normal graduates 
receive the regular State Normal Diploma, and thus the school is semi- 
officially a part of the state school system. 

COUESES. 

The courses offered are Academic, State Normal, Vocal and Instru- 
mental Music, Carpentry, Gardening; and Husbandry, Sewing and Dress- 
tnaking. Cookery, Blacksmithing, Drawing, Biblical Literature. 

All students do work in the Industrial Courses, they being so con- 
nected with the Normal Courses that each supplement the other. The 
women students must complete two industrial courses before graduation 
and on Commencement Day appear in gowns they have made in class. 

The young men must likewise complete two courses in the Industrial 
Departments before graduation. 

Thus excellent manual and industrial training is given and a gen- 
uine respect for work and joy in doing it is implanted in our students. 

ENROLLMENT. 

At present six states besides the District of Columbia are represented 
tn the student body. The enrollment for the past three years has quite 
rapidly increased. This year especially has been marked by a very large 
increase of students. "We have been obliged to rent one house, the Frank- 
lin Cottage, for girls and place several in reliable families in town. This 
year there was the largest enrollment on the opening day, the largest 
average attendance and the largest enrollment of women in the history 
of Storer. The total enrollment for the year will be fully two hundred. 



The Colored School of Huntington. 



BY PRINCIPAL J. W. SCOTT. 



The colored schools of Huntington began in the early seventies when 
the city was in its infancy. The few colored people who formed a part 
of the small population had been brought here from Virginia, and with 



West Virginia 267 

"thousands of other negro laborers were employed in cutting the Chesa- 
peake and Ohio Railroad through the mountains. The first free school 
for them was opened in a log house, out on the Cemetery Hill, half way 
between Huntington and Guyandotte, and jointly supported by both 
towns. 

Mrs. Julia Jones, still living, was the teacher. For several years 
>4he school ran on in this way and there was little or no change, except 
Hie change of teachers, the grade work not rising above the level of a dis- 
trict school. 

It was not until 1882 that any marked improvement came although the 
aw^iool had been removed to town. In that year, however^ a second room 
^was added. Mr. W. F. James was made principal and his wife assistant 
-teacher. They proved to be efficient, progressive, and inspiring teachers. 

Mr. James graded the school and introduced monthly report cards with 
A system of regular promotion. Within four years a first class grammar 
.school was organized. He went further and began classes in Algebra. 
Bnt his strength was not equal to his ambition. His health gave way 
Tiiicler his heavy duties and after a brief illness he passed to "pathetic 
^ust", bemoaned by the entire community and especially by his pupils. 
many of whom accompanied the body to its last resting place in Gallipo- 
Tis Ohio. Several of his pupils afterward graduated from other schools; 
"but tliey remember him as the chief inspiration of their lives. Mrs. Susie 
James continued teaching twelve years longer and became known as one 
■<of the best primary teachers the city ever had. Her health finally failed 
and in 1899 she joined her lamented husband. 

The school continued to advance under Mr. James' successors, Mr. 
Hamsey and Mr. J. B. Cabell. But under Prof. W. T. McKinney who 
-was elected principal in 1889 the third stage in the development of the 
aBcbools was reached. During his stay the Douglass School, a brick 
femlding of six rooms with all modern improvements, was erected at the 
«omer of 8th avenue and 16th street, and opened in 1893. The building 
and lot cost about $15,000. A high school course was established. A class 
of three graduates (the first) was turned out from the high school de- 
partment that year. The number of teachers increased from three to five. 
The High School course covered two years' work. 

The Douglass High School has had four principals since then Mr. 
€1 H. Barnett, was principal from 1897 to 1900. He raised the course 
«B four years. Mr. C. G. Woodson served from 1900 to 1903. Under him 
€be course dropped to three years. Prof. R. P. Sims was principal from 
"IMS to 1906. He restored the four-year course and did much toward im- 
proving the tone of the school generally. His resignation caused general 
regret. 

The present principal, J. W. Scott, has been connected with the high 
school every year since 1899, except one year which was spent at col- 
lege, completing a course of study. He is also president of the West Vir- 
^ziia Teachers' Association of Colored teachers. 

Nine classes in all have come out numbering forty-three graduates — 
«w«nty-four young women and nineteen young men. Three of these have 
•died, one of whom, I. Leonard Scott, was principal of the Langston High 



268 HisTOKY ov EiHi.vrioN 

School. Point rieasant. iit the time of his doaUi. Fourteen are engj\ged 
in teaching. In short, all the graduates have led useful lives. Lloyd 
O. Lewis who finished his college course last year and who is now pursu- 
ing a theological course, is aji esviecially promising ahnnnus of the class 
of 100l\ 

The school has no laboratory but is otherwise suiipl't'^l with appli- 
ances besides a library of 400 volumes, and an organ. There is ample 
play ground with shade trees all around. The Board of Education is lib- 
eral in its policy. 

In 190G the total number of colored youth enumerated was 490. The 
present enrollment (Jan.. 1907.) is 26S. The term is nine months. The 
salaries range from $42.50 to $05.00. All the colored teachers teach on 
No. 1 certificates issued by the city board of examiners. 

The school has always had a strong corps of grade teachers. De- 
serving of especial mention are Miss Leota Moss, Miss Mary F. Norman, 
Miss Bertha Morton (deceased), and Miss Frances Morton. 



Parkersburg Colored Schools. 

KV .1. lUrKKT .IKFKKKSOX, l^RINOirAT,. 

The history of the colored schools is unique in at least two particu- 
lars: The first free schools in the city of Parkersburg were for colored 
children and supported by the private funds of colored men; the first 
public schools south of INIason and Dixon's Line for colored youth were in 
this city. These two statements, according to the best evidence at hand, 
seem to be settled beyond question. 

On the first Monday in January. 1802. a number of the best colored 
men in this city met to advise ways and means for the instruction of col- 
ored children. An organization was perfected, a constitution and by-laws 
framed. A board consisting of Robert Thomas. Lafayette Wilson. Wm. 
Sargeant, R. W. Simmons, Charles Hicks, William Smith and Matthew 
Thomas was elected to carry out the provisions of the organization. A 
school was established to which all colored children were admitted. Those 
who were able to pay it were charged one dollar a month tuition, but those 
who were not able were admitted free. Among the first teachers were 
Sarah Trotter and Pocahontas Simmons, both colored, and Rev. S. E. Col- 
burn, a white man. The first school enrolled about forty pupils. From 
that time to the present, the colored youth of this city have enjoyed school 
privileges. 

In the Weekly Times, a paper published here of date June 7, 1866, 
appears the following notice: 

"The first public free school for the colored children of the city of 
Parkersburg, West Virginia, was opened in the school ward lately re- 
moved. All colored children over 6 years of age and under 21, as the 
law directs, are at liberty to attend and are requested to do so. Rev. S. E. 
Colburn, Teacher." 



West Viboima 209 

With this rjolicf; probably dates the beginning of the public schools for 
■colored children under the provisions of the Constitution of the State, a 
tinoe four years later than when colored schools began. After this the 
organization formed in 18C2 ceased to exist and the colored schools have 
been under the same Board of Education as the white schools. 

The last session of the colored schools under the original plan ended 
with a school exhibition, in ISOO, by colored pupils in Bank Hall under the 
charge of the Umchar, T. J. Ferguson. 

The colored schools struggled along overcoming many obstacles for ten 
or more years, when, with the appointment of a superintendent for all the 
schools, the course of instruction was improved, the work of the teachers 
Inspected and the schools placed upon a better footing. 

For some years the colored schools have had, so far as text books, 
supervision and course of instruction are concerned, the same opportuni- 
ties as the white schools. The improved condition in the colored schools is, 
generally recognized. After completing the same primary and grammar 
course as in the white schools, the pupils take up algebra, general history, 
geometry, civil government, physical geography, physics, rhetoric and lit- 
erature. A general review in the advanced work of the common branches 
is also given, and when the course is completed a teacher's certificate or a 
diploma is given, as the Board of Education may determine. 

I-'or several years the High School for colored youth in this city was 
the only one in the State. The first class was graduated and given di- 
plomas in 1887 and every year since then except 1890 and 1892 there have 
been graduates. The total number of graduates is 23. 

The colored school building is a brick structure of four rooms, on 
Avery street, near Tenth. The building was originally two rooms, but was 
enlarged in 1883 to its present size. 

As has been stated, the original plan of the schools changed in 18CC 
xluring the administration of T. J. Ferguson, a man who was at that 
time a leading character, not only in educational circles, but in the 
politics of the country, justly ranked with Bruce Langston, Lynch, Small, 
and Douglass, that brilliant coterie of colored men who in their day and 
generation laid the foundation for the enjoyment of the fuller oppor- 
tunities which colored people of the nation possess to-day. 

The work of .1. L. Camp extended through a period of about eleven 
years. During his administration there were but few if any of the higher 
branches taught. He was a man of sterling character and though long 
since passed to his reward, his work is still going on and he is still 
remembered by the community in which he spent so many years of 
faithful toil. 

"The Sumner High School," by which name the school is now known, 
was established in 1880. A. W. Peques, of Richmond Theological Insti- 
tute was its first principal. He was a man of many scholarly attainments 
and an excellent teacher. He remained but one term, however, resigning 
to accept a chair in a university of North Carolina. He has since become 
an author of considerable note. He was succeeded by T. D. Scott, of 
"Wilberforce University, who remained in charge five years and suc- 
<;eeded in building up a strong course of study . He resigned in 1892 to 



270 HisTOBY OF Education 

accept the chair in natural sciences at his alma mater. Mr. Scott was fol- 
lowed by C. H. Barnett, of Denison University, who remained but aae^ 
year. He in turn was succeeded by John R. Jefferson, of Pomeroy, wht^ 
took charge in the autumn of 1893. He held the position for nine con- 
secutive years. During his administration the enrollment reached its hl^it- 
est point, and the school was in a flourishing condition. He resigned in 
1902 and was succeeded by Mr. B. S. Jackson, of Howard Universitr^ 
Washington, D. C. In 1905 Mr. Jackson vacated the position, which "was-^ 
again filled by the appointment of John R. Jefferson, the present principaL 

A handsome new building of six rooms is now being erected, which will 
be ready for occupancy by March first. It is provided with all modern im- 
provements and equipments, and will be perhaps the best school build- 
ing for colored pupils in the state. When this building is occupied one- 
additional teacher will be employed. 

The future of the colored schools seems no less bright than that ofT 
the other schools and the education of the colored race promises as sue- 
cessful results in this city as anywhere else in the United States. 



Clarksburg Colored Schools. 

BY J. W. ROBINSON, PRINCIPAL. 

The following is a brief sketch of the Colored Department of what is^ 
•known as the Clarksburg Independent School District of Harrison county^ 
West Virginia. 

At a meeting of the Board of Education of the above named school 
district July 15, ISGS, a bid of $1147 was accepted for the erection of a one- 
story brick building to be used as a school building for the freedmen oC 
Clarksburg Independent School District. The building was completed &e 
time to be occupied at the beginning of the school year of 1870. 

To meet the demands of a growing population, and to afford educa- 
tional facilities commensurate with the advancement of the present age;, 
the Board of Education at a regular meeting in 1900, arranged for the- 
erection of a three-story brick building upon a lot ■ft'hich had been pur- 
chased on Water Street. 

The building and equipment cost almost, if not quite $20,000. The con- 
tract for the erection of this modern building was awarded to Mr. C. DL 
Ogden, Sr., a colored contractor of Clarksburg, now deceased. 

The building contains six large recitation rooms, an office, four basae- 
ment rooms, and one of the finest school assembly halls in the state, saS 
it is provided with all modern conveniences. This building was occupieff 
in January, 1902. 

The course of study contains eight grades and a three-year h^l^ 
school course. Those who complete the high school course are given ffi- 
plomas, upon the approval of the faculty and the Board of Education. 

The first class to graduate from the high school department was^ ins- 
1895. During the succeeding eleven years ten males and thirty females 
have been granted diplomas. 



West Vibgixia 271 

The colored schools ere under the same management and control as the 
white schools. 

The followfng is a list of the principals: 

Charles Ankrum, 1870-1873. 

Miss J. A. Riley, 1873-1874. 

G. F. Jones, 1874 - 187C. 

W. B. Jones, 187G - 1878. 

M. W. Grason, 1878-1889. 

J. S. Williams, 1889-1891. 

C. W. Boyd, 1891-1892. 

Sherman H. Guss, 1892 - 1901. 

J. W. Robinson, 1901 to present time. 

The present enrollment of the colored schools is a little less than 20O 
pupils. 

Our school library contains 470 books classified as follows: 

Fiction, 209. 

Music, 46. 

History, 80. 

Poetry, 31. 

Reference, 39. 

Science, 10. 

Travel, 45. 

Biography, 10. 



Bluefield Colored Graded School. 

BY E. L. BANX, PEIXCIPAL. 

The school for colored people in Bluefield was organized in 1890, when 
Mr. A. J. Smith and Mrs. L. O. McGee began work in a one-rcom log build- 
ing situated in what was known as Jamestown suburb. Though lacking 
necessary equipment the school was continued here during two sessions 
of five months each, when it was removed to the Cooperstown suburb to a 
two-room building which, while not so comfortable as the modern ideal 
building, was a great improvement upon the first. 

The building was surrounded by dwelling houses situated so close 
that there was no room for a play ground and quarrels between the pu- 
pils and neighbors were frequent. 

The school was continued here for several years with Mr. S. W. Pat- 
terson and Mrs. E. O. Smith as teachers. In the meantime a large col- 
ored population had settled in North Bluefield and upon their petition the 
Board of Education* erected a two-room building. Here in one room, Mr. 
P. J. Carter taught, having an enrollment of about thirty. 

A little later the building in Cooperstown was burned and two addi- 
tional rooms were annexed to the school in North Bluefield, but before it 
could be occupied, that too was burned. 

The Board of Education secured an old building which had been used 
in turn as a bar, a pool room, and a court house. In this place school wa& 



■272 HisroKY of Eihcavion 

taught for one session aftov which a briok building, v^riniarily intondod 
for a store-room and dwelling was seourod. This building was very un- 
comfortable but school was kept here for four years. The teachers were 
now four in number — Messrs. H. Smith and T. P. Wright and Mesdamos 
Lane and E. C. Smith. The enrollment was 12o. An effort was now made 
at grading the school. The following year. Mr. Smith, Mr. Wright and 
Mrs. Lane were replaced by Mr. W. A. Saunders, and Misses H. W. Booze 
and R. A. McDonald. Mr. Saunders remained one year and was followed 
by Mr. G. W. Hatter, who in turn was followed by IVIr. R. F. Douglas. 
During his administration of four years, the Board of Education erected 
the present six-room frame building in Cooperstown, and the teaching 
force was increased to five. By giving entertainments, the teachers were 
able to purchase for the school an organ and a library of ovor one hun- 
dred volumes. 

In the spring of 19iH>. his health having failed. Mr. Douglas resigned 
and Mr. E. L. Rann. of Lincoln University, Pennsylvania, was chosen as 
Principal and another assistant was given making in all six teachers 

The school has progressed under the present administration and is 
now in a flourishing condition. 

The present enrollment is 307, being the largest in the history of the 
school. It should be larger, but many from the Intermediate and Gram- 
mar grades are received at the Bluefield Institute, making it difficult to 
discipline properly and to retain the pupils until they reach the eighth 
grade: but with all that, we hope to majvc this school second to none in 
the State. 



Langston School (Colored) Point Pleasant. 

BY L. R. .TOROAN. PRIXCirAL. 

In the year 1S67 the first colored school of Point Pleasant was or- 
ganized, and was taught by Mr. Eli Coleman. Mr. Coleman, who died 
recently, continued to teach this school for seven years. At that time the 
school house was a one-roomed frame building situated at the east end of 
Sixth street. The enrollment at the opening was G4, some of the pupils 
being grown men and women.. i\Iany years later as the town increased in 
population, the Independent School District of Point Pleasant was cre- 
ated and this school instead of being under the control of a board of three 
trustees, two white and one colored, became a part of the city system of 
schools under the control of the Board of Education of the district, and 
under the supervision of the city superintendent of schools. 

The names of some of the earlier teachers are a^ follows: Messrs. 
Brown. Reckma.i. Williams, Misses Lillie Chambers, Florence Gee, Fannie 
Smith, and Lida Filch. In 1SS5 two teachers were given the school; 
li. W. Johnson, Principal, and Miss Hattie Jordan. Mr. Johnson taught 
as principal until 1890. "V^Hien the new building was occupied by the 
T\'hite pupils in 1S90, the four-roomed brick building that they vacated was 
turned over to the colored pupiic. and was named "Langston Academy" 



West Virginia 273 

in honor of Hon. Jno. M. Langston, one of the greatest scholars of the 
negro race. 

In 1895 the first class was graduated, the school then doing work 
up to the grammar grade only. High School studies were introduced in 
1897, and since then a three-year High School course has been arranged 
by the present superintendent. In 1903 through the efforts of Mr. I. L. 
Scott, Principal, seconded by his two assistants, Misses Hattie and Bessie 
Jordan, a well selected library of 125 volumes was secured for the school. 
In the death of Mr. Scott during the middle of his third term the school 
suffered a severe loss. 

In the summer of 1905 the building was thoroughly overhauled and 
repaired, and in the spring following the teachers and pupils united 
on Arbor Day to improve the building and grounds by planting trees 
and ivy. 



Weston Colored School. 

A good many years ago Mr. Benjamin Owens taught a school for col- 
ored children in an old church house, then located not far from where 
the Weston Electric Light, Power, and Water Company's plant stands 
now at the head of Main street extended. It may be that Doctor Jordon's 
daughter also taught school in that building. Mr. Owens had at one 
time worked for Horace Greely in a printing ofl&ce in New York. Once 
while he was teaching in Weston he learned that Mr. Greely was billed 
for a public address at the Fair Association at Clarksburg. Being very 
anxious to see his friend and hear him speak, Mr. Owens adjourned his 
school for a time and walked to Clarksburg. He returned next day by 
the same method of transportation and resumed his school work. 

George Jones, who afterward engaged in the ministry,- was one of the 
most influential teachers of the colored school in Weston but he believed 
that there was a much greater work for him to perform among his 
people than teaching, and could not be persuaded to remain in that 
work longer. Misses Hattie Hood, Grace Rigsby, and Anna Wells each 
taught one or more terms in Weston. W. P. Crump, a teacher of ability 
and influence, had charge of the school for a few years, but having higher 
aspirations he left for other fields of labor, more remunerative, peihaps, 
than that of the "jolly old pedagogue." Mr. Frank Jefferson taught sev- 
eral successful terms, but seeing nothing better ahead than the very low 
salary paid in the district, he also gave up the work and located elsewhere. 

The Board of Education owns a very pretty lot on which the small 
brick house for colored children is located on lower Center street in a 
very desirable locality. The appearance and convenience of this building 
has been much improved within the last year by an exchange of seats. 
The old seats were consigned to a bonfire and new patent desks of latest 
model are now used in the building. 

A library was started a few years since for the colored children, but 
its growth has been retarded by lack of funds.* 



274 History of Education 

In 189S Prof. L. O. Wilson was employed to teach the colored children 
of the district, and his services have proved so satisfactory that the board 
has more than once raised his salary in order to retain him in the posi- 
tion. Mr. Wilson has been offered higher wages, but he says the people 
of Weston treat him so kindly that he would rather teach for less money 
and "feel at home," in the school and in the town. 



The Growth of the Colored Schools in West 

Virginia. 

BY BYRD PRILLERMAX. A. M., PROFESSOR IX WEST VIRGINIA COLORED INSTITUTE. 

In 1862 the first school for colored children organized in West Vic- 
ginia. was established in Parkersburg by seven prominent colored men. It 
was known as a "pay school," but indigent children could attend it free 
of charge. It was merged into the free school system in 1S67. 

The first Constitution of West Virginia, adopted in 1863, pvovidee! for 
the establishment of free schols; but it made no reference to the colored 
youth of the State. However, the Legislature passed an act, February 
26, 1866, providing for the establishment of colored schools in sub-districts 
containing thirty colored children between the ages of six and twentv-one 
years. The law further provided that these schools must have an average 
attendance of fifteen or be closed. 

In 1867, this law was amended so as to require trustees and boards 
of Education to establish and maintain colored schools in sub-districts 
containing more than fifteen colored youth of school age. This law re- 
mained in force until 1S99, when it was again amended. And no.v we 
have the following special law in reference to colored schools: 'It '^h ill 
be the duty of the trustees of every sub-district to establish therein one or 
more primary schools, for colored persons between the aees of six and 
twenty-one years, and said trustees or board of education shall establish 
such school whenever there are at least ten colored persons of school age 
residing therein and for a less number when it is possible to du so." 

AVhen the constitution was revised in 1872, it provided that white 
and colored persons should not be taught in the same school. About the 
same time, a law was enacted authorizing the State Superinrendent of 
Free Schools to make arrangements with some school in the State for the 
normal training of colored teachers. 

Graded schools have been established at Point Pleasant, St. Albans, 
Montgomery, Lewisburg, Eckman. and several other places. High schools 
have been established in Parkersburg, Wheeling, Huntingfon, Charlosfon, 
and Clarksburg. 

From 1866 to 1892, Storer College, a denominational school at Harp- 
er's Ferry, was the only school in the State at "which the colored youth 
could receive academic and normal training. But through the eiYorts of 
Prof. Byrd Prillerman, A. M., Rev. C. H. Payne, D. D., and others, the Leg- 
islature established the West Virginia Colored Institute in Kanawha 



West Vieginia 275 

county, in 1891. This school was established to meet the requirements of 
the Morrill act of Congress providing for the establishment of Agricultural 
and Mechanical Colleges. 

In 1895, the Legislature passed an act establishing the Blaefield Col- 
ored Institute in Mercer county, with provisiocs for academic training. 

In the summers of '90, '91 and '92, Byrd Prillerman and H. B. Rice 
conducted a summer school for teachers in the city of Charleston. This 
school was discontinued after the opening of the West Virginia Colored In- 
stitute, as teachers were given an opportunity to review in the spring term 
at this institution. 

On Thursday the 2Gth day of November, 18yl, the colored teacher*; of 
this State met in Charleston and organized th? \Vest Virginia Teachers' 
Association. The Association meets annually on Thanksgiving Day. The 
present membership is eighty. 

White and colored teachers are admitted to the same teachers' insti- 
tutes, but special institutes for colored teachers are conducted by one of 
their number at Storer College, the West Virgmia Colored institute, the 
Bluefield Colored Institute, and the West Virginia Industrial School, 

The following interesting items may be found in the Si.ate Supei'in- 
tendent's report for 1906: 

Number of colored school youth enumerated, for ldOC>, 14,VG5. 

Number enrolled, 9,874. 

Average daily attendance, 6,803. 

Common schools 219 

Graded schools 42 

High schools 5 

Total number of public schools w66 

Whole number of colored teachers in the public schools for this year, 
310. Total amount of salaries paid to these teachers for the year, $71,- 
773.98. Average salary for the year, .$231.53. 

There are colored schools in only 38 of the 55 counties of the State. 
And eight counties contain 150 of the 266 schools of the State as follows: 

Fayette county, 51; McDowell, 32; Kanawha, 19; Jefferson, 19; Green- 
brier, 17; Mercer, 14; Berkeley and Monroe 9 each. 

Under the law, teachers are paid according to grade of certificate. The 
law fixes the minimum salary for first grade teachers at $35 per month; 
second grade at $30 per month, and third grade at $25 per month. The 
minimum length of term is five months. And it must be said to the honor 
of the school oflicials that absolute fairness is shown to the colored teach- 
ers both in the matter of examinations and salaries. If a colored teacher 
holds a first grade certificate, he is paid the same salary as a white 
teacher holding the same grade of certificate. If a colored teacher has ten 
pupils he has as long a term as any other teacher in his district. For in 
the language of one of our State Superintendents, "West Virginia knows 
no such thing as black boys and white boys in the number of school 
days." 

When one compares these conditions with the report of the State 
Superintendent of Georgia for 1902, the contrast is very marked. Ac- 



276 



History of Education 



cording to his report, the average monthly salary paid white teachers 
that year was $3G.72, and that paid colored teachers, $26.08. The high- 
est average monthly salary paid first grade white teachers in any county 
of the State was $60, and the highest paid first grade colored teachers was 
$40. The lowest average monthly salary paid third grade white teachers 
was $13.93, and the lowest paid third grade colored teachers was $10 per 
month. 




District Colored School at Institute. 



INDEX. 



A. 

Academies, list of "'^ 

Apportionment of General School Fund 1*5 

Average Local Levy 9 

Attendance Statistics 7 

Average Daily Attendance, by years '^ 

B. 

Beckley Seminary ^^^ 

Bethany College ^4G 

Benwood Public Schools .• 1^4 

Berkeley County ^^^ 

Berkeley Springs Public School ICS 

Bluefield Colored Institute 10* 

Bluefield Public Schools 167 

Broaddus Classical and Scientific Institute 27 

Brooke County 106 

Buckhannon Public Schools 16-> 

Bluefield Public School (colored) 270 

Board of Examiners, State ^ 

C. 

Cabell County lO"? 

Calhoun- County HO 

Cameron Public School 1'^^ 

Ceredo Public School 1'''^ 

Clarksburg Public Schools 1*75 

Clarksburg Public School (Colored) 269 

Cities and Towns 164 

Charleston Public Schools 178 

Charles Town Public School ISO 

Concord Normal School 82 

Colored Institute at Bluefield ' 104 

Colored Institute, The West Virginia 100 

Colored Schools in West Virginia, Growth of 273 

Cost of Education, per capita 10 

Cost of Education, total by years 10 

County Sketches 105 

Courses of Study in the Normal Schools 84 

Comparative School Statistics 6 



278 History of Education 



D. 



Davis and Elkins College 260 

Deaf and Blind, West Virginia School foi- 91 

Denominational and Private Institutions 246 

E. 

Early Education in West Virginia 19 

Educational Institutions 3 

Education, Cost of per capita 10 

Education, Cost of by years 10 

Edgewood Graded School 181 

Elkins Public Schools 183 

Elk Garden Public School 184 

Elm Grove Public School 185 

Enumeration and Enrollment 3 

Enumeration and Enrollment, by years 7 

Expenditures for School Purposes, 1906 2 

F. 

Fairmont Normal School 71 

Fairmont Public Schools 188 

G. 

General School Fund, amount distributed by years 11 

— Receipts for year 1904-5 13 

— Receipts for years 1905-6 14 

— Disbursements for j'ears 1904-5 13 

— Disbursements for years 1905-6 14 

— Apportionment for years 1905-6 16 

Glenville Normal School 77 

Grant County 112 

Growth of the Colored Schools in West Virginia 273 

H. 

Hancock County 113 

Hardy County 115 

Harrison County 116 

Harrisville Public Schools 191 

Huntington Public Schools 192 

Huntington Public School (Colored) 265 

I. 

Industrial Home for Girls 99 

Institutions for Education of Colored Youth 263 

Introduction 1 

K. 

Kanawha County 117 

Keyser, History of Education in 197 

Kingwood Public School 201 

Keyser, Preparatory Branch of University at 65 



Wkst Virginia 279 



L. 



Later Progress 52 

Levy, Average Local for Building Fund 9 

— for Teachers' Fund 9 

Lewisburg and its Educational Institutions 203 

Lincoln County 120 

List of Early Academies 37 

List of State Superintendents 3 

M. 

Mannington Independent District 205 

Marlinton Public School 208 

Marion County 121 

Marshall College State Normal School 68 

Martinsburg Public Schools 209 

McDowell County 122 

McMechen Public School 211 

Mercer County 123 

Mineral County 125 

Mingo County 128 

Monongalia County 129 

Monroe County 131 

Morgantown Public Schools 212 

Morris Harvey College 252 

Montgomery, Preparatory Branch of University at 63 

N. 

New Cumberland Public School 213 

New Martinsville Public School 214 

Nicholas County 132 

Normal Schools, Courses of Study in 84 

— Enrollment and Graduates by Schools 86 

— Total Enrollment by years 90 

— Graduates by years 90 

Number of School Houses 6 

Number of Schools 6 

O. 

Ohio County 134 

P. 

Parkersburg Colored School 267 

Piedmont Public Schools 216 

Pleasants County 135 

Pocahontas County 137 

Powhatan College 256 

Point Pleasant Schools 219 

Point Pleasant School (Colored) 271 

Preface 1 



2S0 HisTOKY OF Education 

Preparatory Branch of State University at Montgomery G3 

Preparatory Branch of State University at Keyser 05 

Pi-eston County 13S 

R. 

Randolph County 139 

Ravenswood Schools 221 

Reform School. The West Virginia 93 

Riohwood Schools 222 

Ronceverte Public Schools 224 

Ritchie County 140 

S. 

Salaries of Teachers, total and average S 

Salem College 255 

Salem Public School 226 

School Fund, The General (.State Superintendent's Report, 190G) 12 

— Distribution of, by years 11 

— Receipts of for years 1904-5 13 

— Receipts of for years 1905-6 14 

— Disbursements of for years 1904-5 13 

— Disbursements of for years 1905-6 14 

— Apportionment of for years 1905 and 1906 16 

School Fund, the — Distribution of by years 11 

—Condition of, 1906 17 

— Investments 17 

— Loans and stocks IS 

Shepherd College State Normal School 79 

Shepherdstown Public Schools 229 

Shinnston Public Schools 230 

Sistersville Public Schools 227 

Spencer Public School 231 

State Institutions 57 

Statistics, Comparative School 6 

St. Albans Public School 231 

Stephenson Female Seminary 262 

Storer College 263 

Summers County 143 

Sutton Public School 232 

T. 

Taylor County 147 

Teachers, Number of 8 

Teachers' Salaries, Average S 

Term, Average Length of S 

Thomas Public School 233 

Transition Period 48 

Tucker County 148 

Tyler County 149 



West Vibginia 281 

U. 
Upshur County 152 

W. 

Wayne County 155 

Webster County 15§ 

Wellsburg Public Schools 234 

West Liberty Normal School 74 

Weston Public Schools 235 

Weston Public Schools (Colored) 272 

West Virginia Colored Institute 100 

West Virginia Industrial Home for Girls 99 

West Virginia Reform School 93 

West Virgina School for Deaf and Blind 91 

West Virginia University 57 

We.'5t Virginia Wesleyan College 248 

Wetzel County 159 

Wheeling Public Schools 239 

Williamson Public Schools 243 

Wyoming County 161 

Wood County Igl 



